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. Quest Academy- offers students in Alameda County an alternative to classroom instruction with a standards-based course of study in both an  Independent Study and traditional classroom offerings.  Butler Academic Center and Camp Sweeney- are compulsory educational programs for youth detained in Alameda County's Juvenile Justice Center or at the minimum-security residential program for adolescent males ages 15 - 19. All sites have partnership with the local Community Colleges allows to earn transferable college credits. The variety of programs in our schools is one way we respond to the many differences across school sites and center our priority student groups.|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 2024-25 school year, there was a greater need to purchase additional supplemental curriculum materials. Some were to meet the needs of the increased number of Long Term English Learners, Students with Interrupted Formal Education, and Newcomer students. Others were to provide more targeted curriculum to support academic skill gaps in reading and math, as well as respond to the educational needs of students with high instability rates. This was coupled with a need for more site based PD to address site specific programmatic needs such as 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, increased use of the MyPath digital platform for individualized learning paths to address skill gaps, and an increase in the number of non digital A-G courses offered to students throughout the LEA.|Met||2025-06-10|2025
01100170112607|Envision Academy for Arts & Technology|7|Our school tracks students' completion of A-G requirements, which is a graduation requirement for all students. We continue to win awards for100% of our graduates having completed their A-G requirements. Additionally, we track growth measures in literacy and numeracy for all students, and we analyze this data by significant subgroups including race. In particular, we focus on tracking the progress of our Black students' performance as well as students with disabilities.|As mentioned, all students have access to A-G courses which guarantee them a broad course of a study. We also offer AP programs across all sites with minor differences in offerings depending on school size. We continue to work to improve our ELD tools. Focusing our data collection efforts on our Black student population surfaces gaps that we need to close for all students, which supports our continuous improvement goals.|Due to persistent enrollment challenges, we have had to find creative solutions to offer a wide range of courses. These enrollment issues stem from various factors including demographic trends in the area, which we have addressed by reducing staffing and therefore course offerings such as middle school science classes.|We continue to work aggressively towards increasing enrollment. We are also looking for opportunities to expand our AP course offerings. For example, mirroring other sites in our network, we plan to offer AP African American Studies within the next few years. Moving forward, we will focus our attention on improving the quality of our World Language and high school History programs.|Met||2025-06-05|2025
01100170123968|Community School for Creative Education|7|||||Not Met|||2025
01100170124172|Yu Ming Charter|7|Yu Ming Charter School uses several locally selected tools to track the extent to which all students, including those in different grade spans (K-8), unduplicated student groups (English Learners, FRPM Students, Homeless & Foster Youth), and individuals with exceptional needs (Students with Disabilities), have access to and are enrolled in a broad course of study. These tools include the master schedule, student course schedules (semester), report cards, student schedules, and transcript analysis. Parent/conference reports are also utilized. School Directors verify this access during classroom observations, ensuring that classroom schedules are being followed.|Yu Ming Charter School provides 100% of its students—including unduplicated groups and students with exceptional needs—access to a comprehensive course of study through a one-way dual language immersion model with at least 50% instruction in Mandarin. All students receive core instruction in ELA, mathematics, science, social studies, and physical education. Grade-specific offerings include VAPA and Choral & Instrumental Music (K-8), Design Lab (grades 5-8), and for grades 6-8: Service Learning, Contemporary China, Graduate Defense, SEL & Diversity Studies, and Coding. Grade 7 students take Service Learning in Chinese, while Grade 8 students complete Contemporary China and Graduate Defense in Chinese. For 2024-25, Yu Ming serves 955 students (K-8) with diverse demographics: 165 English Learners, 314 FRPM students (32.9%), and 83 Students with Disabilities (projected 94). The student body comprises 8.2% African American, 54.7% Asian, 8.8% Hispanic/Latino, 0.2% American Indian/Alaska Native, 5.5% White, and 22.4% multiracial students, plus 2 Homeless & Foster Youth. The school has progressively increased diversity, with rising FRPM enrollment, Hispanic/Latinx kindergarten enrollment reaching 11%, and growing enrollment of students with learning differences. All students receive equitable access to the full curriculum regardless of subgroup.|There are no barriers preventing Yu Ming Charter School from providing access to a broad course of study for all students. Yu Ming Charter School has fully implemented a robust and inclusive educational program that ensures all students, including English Learners, Students with Disabilities, and those from socioeconomically disadvantaged backgrounds, have equitable access to a diverse and rigorous curriculum. The school offers a wide range of courses beyond the core academic subjects, including visual and performing arts, music, Design Lab (STEAM), coding, and enrichment opportunities across all grade levels. All planned actions to support course access—including curriculum development, intervention supports, technology integration, and enrichment programming—have been executed with fidelity. Our analysis confirms that there are no substantive challenges or gaps in implementation. Student engagement remains high, chronic absenteeism is low, and all student groups are consistently included in the broad course offerings. The school’s commitment to continuous improvement, stakeholder engagement, and data-driven decision-making further ensures that every student receives a comprehensive, well-rounded education without impediment.|Yu Ming Charter School ensures access to a broad course of study for all students through several targeted actions. The school fully implements a Multi-Tiered System of Support (MTSS) that addresses academic, social-emotional, and behavioral needs, ensuring early identification and intervention for students requiring additional support. All students participate in a comprehensive curriculum, including core academics, visual and performing arts, music, Design Lab (STEAM), coding, and enrichment opportunities across grade levels. English Learners benefit from enhanced designated and integrated ELD instruction, increased ELD session frequency, and targeted ELPAC preparation to accelerate English proficiency and reclassification. Teachers receive intensive and ongoing professional development in dual immersion strategies, differentiated instruction, and assessment alignment to maintain instructional quality. Family engagement is strengthened through multilingual communication, affinity groups, and outreach to underrepresented families, ensuring all families are informed and involved. Continuous assessment and progress monitoring drive data-based instructional adjustments, ensuring equitable access and ongoing improvement. These actions, already in place or planned, reflect Yu Ming’s commitment to providing every student with a broad, rigorous, and inclusive educational experience.|Met||2025-06-16|2025
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 in providing a truly individualized learning experience as they manage lessons, track concepts mastered, and plan according to student needs. The middle school’s field of study covers state standards, and caters to the needs of young adolescents, providing students with real-world work that allows them to feel a sense of accomplishment while contributing to their community. This is evident in initiatives such as adopting local creeks or partnering with local museums to undertake larger 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 operates based on specific materials designed to teach various concepts. This allows the curriculum to be laid out on the shelves and for learning to occur using manipulatives that aid in the learning process. 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 allow free movement and access to all areas at any given time, striking a balance between space for materials and students is essential. We continually strive to achieve a 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 focus is on getting teachers comfortable with the platform so they can record all their lessons and observations in one place. Once this level of comfort is attained, we will be able to delve deeper into the data provided about the platform to analyze how students 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 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 the leadership team regularly observe and give feedback to every classroom Lead teacher at the school. We specifically outfitted classrooms with Montessori music materials to improve access to a broad range of studies. In unifying our record keeping, we are analyzing data around Montessori lessons to be able to identify gaps that may lead to lower than expected achievement on the various tests taken by students.|Met||2025-06-20|2025
01100170129403|Epic Charter|7|||||Not Met For Two or More Years|||2025
01100170130625|Alternatives in Action|7|Alternatives in Action ensures that all students, including unduplicated student groups and students with exceptional needs, have access to a broad course of study by strategically aligning teacher credentials, classroom schedules, and the master schedule. All students are enrolled in core subjects—Math, English Language Arts, Science, and Social Studies—as well as Visual and Performing Arts, Physical Education, Foreign Language, and Career Technical Education (CTE) courses. Additional supports, such as instructional aides, are provided as needed to ensure full participation for students with exceptional needs. The school also expands access through offering AP Spanish, Dual Enrollment opportunities through local colleges (partnership with Berkeley City College) and a Multimedia Production CTE course.|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 local community colleges.|We are continuing to expand courses within our CTE pathway.  We also offer Dual Enrollment (college credit) opportunities at local community colleges (Peralta and Berkeley City College). The College and Career Coordinator supports the Dual Enrollment opportunities, scheduling a day to have students come to enroll in summer school.|Met||2025-06-11|2025
01100170131581|Oakland Unity Middle|7|The LEA utilizes the following tools to monitor student access to and enrollment in a broad course of study: Data Systems:   1) Student Information System (SIS) enrollment reports disaggregated by grade level (6-8), unduplicated pupils (English Learners, Low-Income, Foster Youth), and students with disabilities 2) Master schedule analysis ensuring core subjects (ELA, Math, Science, Social Studies) plus electives are available to all students  Tracking Tools: 1) Quarterly enrollment audits by subgroup to identify access gaps 2) IEP compliance monitoring for students with exceptional needs ensuring Least Restrictive Environment placement in general education courses 3) English Learner course placement tracking to prevent segregation from core academics|Not applicable|Enrollment-Based Budget Constraints: 1) Current site capacity limits enrollment to 150 students, creating budget restrictions that directly impact course offerings. Small enrollment generates insufficient funding to support diverse elective options, specialized programs, or low-enrollment advanced courses. 2) Limited Course Variety: Small student population prevents economically viable sections of electives such as world languages, advanced arts programs, career technical education pathways, or specialized STEM courses that require minimum enrollment thresholds. 3) Staffing Limitations: Budget constraints limit hiring of specialized teachers for subjects beyond core academics, reducing availability of music, art, technology, or advanced academic courses that contribute to a comprehensive educational program. 4) Facility Restrictions: Physical site limitations may constrain specialized learning spaces needed for laboratory sciences, performing arts, or technical education programs.|Implemented Actions: 1) Adopted ELA, Math, Science, and Social Science Curriculua to provide personalized, rigorous core curriculum that adapts to individual student needs and learning pace. 2) Implementing after-school enrichment programs to supplement limited in-school elective offerings.   Planned Actions: 1) Investigating community partnerships with local organizations to provide career exploration and technical education opportunities 2) Increasing after-school enrichment programs to supplement limited in-school elective offerings. 3) Pursuing grants and alternative funding sources to support specialized programming and equipment. 4) Creating student interest surveys to prioritize which additional courses would have highest enrollment potential|Met||2025-06-11|2025
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||2025-06-10|2025
01100170136226|Opportunity Academy|7|Student course placement at the school is guided by multiple factors. Assessments in math and English via the NWEA MAP and a writing evaluation using DBQs help identify skill levels. Grade-level assignments align with state graduation requirements, and prior high school credits inform academic placement. Teachers use assessment results to select tools and resources for accelerating growth. Students access both online and printed curriculum formats, including A-G approved courses, to meet academic and career goals. English learners are placed in ELD and grade-level English courses to support reclassification. Special education students are accommodated using “IEPs at a Glance.” The school offers a 130-credit graduation track. Though AP and Honors courses are not offered, students may earn college credit through dual enrollment with local colleges.|Students, families, and teachers collaborate to create personalized educational plans based on assessment data, aligning with each student’s short- and long-term goals. Many students pursue employment, job advancement, or pathways to college and workforce certification. Curriculum use is tracked in a master spreadsheet, regularly reviewed by the school board for Williams Act compliance. Annual course offerings are documented in the School Accountability Report Card (SARC). Teachers and paraeducators are engaged in curriculum selection, including Ethnic Studies. All teachers are ERWC-certified, supporting rigorous, college-ready instruction. The school tracks student enrollment in A-G approved courses. While each campus is tailored to its local community, all operate under consistent educational standards to maintain quality across the network.|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 and the state. The school does not offer world language or electives, though students can take the course using the online curriculum, Edgenuity, or by dually enrolling in one of the local community colleges.  Students can also fully participate in one of the 3 career pathways offered: education, early childhood development, or human services.|Beginning in the upcoming academic year, the total number of credits required for graduation at AOA will increase to 135. As part of this update, Ethnic Studies will be added as a required course for all students. This addition was formally approved by the Alameda County Board of Education in December 2024 and will take effect starting with the 2025–2026 school year.|Met||2025-06-10|2025
01100170137448|Aurum Preparatory Academy|7|The LEA used multiple locally selected tools to track student access to a broad course of study across all grade spans. Master schedules, student transcripts, and course enrollment data were reviewed each trimester to ensure alignment with state standards and equitable access. The LEA disaggregated data by grade level, English Learner status, socioeconomically disadvantaged students, foster youth, and students with disabilities to monitor participation in core subjects as well as enrichment opportunities such as physical education, visual/performing arts, and science.  Instructional leaders conducted regular walkthroughs and reviewed student schedules to verify that all students, including those with IEPs, were enrolled in standards-aligned coursework appropriate to their grade and individualized needs. The Special Education team reviewed IEP service logs and class placements to ensure access to general education settings to the greatest extent possible. Findings were discussed during staff  meetings to identify and address any disparities in course access.|The LEA used locally selected tools—such as master schedules, student transcripts, enrollment records, and IEP service logs—to monitor the extent to which all students had access to a broad course of study. These tools allowed staff to disaggregate data by grade span, student group (English Learners, foster youth, socioeconomically disadvantaged students), and students with disabilities. All students  were enrolled in the full range of required content areas, including ELA, Math, Science, Social Studies, and Physical Education. Students also had access to enrichment activities such as Art.  English Learners participated in designated ELD while also receiving full access to core instruction. Students with IEPs were placed in general education classes to the maximum extent appropriate, and course access was aligned with their individualized goals and services. Through  analysis it showed that students with IEPs and those with frequent absences were more likely to miss enrichment or elective instruction due to service delivery or time out of class. In response, the LEA adjusted pull-out schedules and intervention timing to minimize conflicts and maximize access. Over time, the LEA improved access to a broad course of study by integrating more project-based and culturally relevant learning experiences, ensuring all student groups had equitable opportunities for academic and enrichment participation.|Based on the results of the locally selected measures, the LEA identified several barriers that limited full access to a broad course of study for all students. One primary barrier was scheduling conflicts, particularly for students receiving specialized services. Students with IEPs were sometimes pulled from enrichment or elective courses to receive mandated support services, reducing their exposure to subjects like physical education. Absenteeism also emerged as a significant barrier, especially among socioeconomically disadvantaged students and those experiencing housing instability. Frequent absences led to missed instructional time across both core and enrichment subjects, impacting consistent access to the full curriculum.|In response to the results of the locally selected measures, the LEA implemented several actions to ensure all students had equitable access to a broad course of study. To address scheduling conflicts, especially for students with IEPs, the LEA revised intervention and service delivery models to reduce pull-out sessions during enrichment periods. This ensured students received specialized support without missing access to Art, STEM, or physical education. To counter absenteeism, the LEA expanded outreach through family liaisons. The goal was to improve daily attendance and reduce instructional gaps that limited exposure to core  content. Lastly, the LEA adjusted master schedules. These actions supported progress toward more equitable and consistent access across student groups and campuses.|Met||2025-06-26|2025
01100170138867|Hayward Collegiate Charter|7|Navigator Schools uses a locally developed instructional rubric to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study aligned to state standards across grade spans. This rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and instructional time is appropriately distributed. Data is one of Navigator's five compass points, underscoring its importance to the organization and the staff. Student data is reviewed regularly at multiple levels. Teachers examine data daily to inform and adjust instruction. Coaches and teachers meet weekly in one-on-one sessions to review student progress, and grade-level teams meet monthly to analyze trends and plan next steps. Data is also disaggregated by subgroup to ensure equity in access and outcomes. It informs the formation of small instructional groups and supports placement in intervention academies. These practices help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|The educational model at Navigator Schools is intentionally designed to ensure that all students have access to, and are enrolled in, a broad course of study across all school sites. Students who are struggling academically have the support of push-in Literacy Coaches, a Math Coach, Resource Teachers, Special Education Teachers, and Bilingual Instructional Assistants, as well as core curriculum which includes integrated and designated English Language Development and is aligned to the Common Core Standards. Supplemental curriculum is also provided when appropriate to support students at their instructional level.|Navigator’s instructional model ensures that all students have access to a broad course of study, including core academic subjects and enrichment opportunities. Students participate in a balanced weekly schedule that includes English Language Arts, Math, Science, Social Studies, Physical Education, and enrichment activities such as performing and visual arts. As outlined in Prompts 1 and 2 and supported by local data, Navigator has structured its instructional program to guarantee equitable access across all school sites and student groups, including unduplicated students and individuals with exceptional needs.  At this time, there are no significant barriers preventing students from accessing the appropriate coursework, instructional materials, or learning opportunities. Instructional planning, staffing, and master scheduling are aligned to ensure all students can fully participate in the breadth of the academic program. Continuous monitoring and reflection through local tools allow Navigator to proactively address any emerging challenges and ensure that access to a broad course of study remains a consistent strength across the organization.|To ensure all students continue to have access to a broad course of study, Navigator Schools has implemented a series of strategic supports aligned to the results of locally selected measures. Extensive professional development has been provided to classroom teachers to strengthen their ability to deliver high-quality instruction across all content areas. The LEA has invested in Literacy and Math Instructional Coaches, Special Education teachers, Bilingual Instructional Aides, and support staff to ensure all learners, including English learners and students with disabilities, can access the full curriculum.  Targeted training and resources have been offered for both Integrated and Designated English Language Development, and supplemental curriculum materials have been introduced to reinforce access to grade-level content. These materials are carefully aligned to the adopted core curriculum and are designed to help bridge gaps for striving readers and students performing below grade level. Instructional coaching is available across all campuses to support implementation, monitor progress, and ensure instructional equity across all grade levels and student groups.|Met||2025-06-09|2025
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||2025-06-10|2025
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||2025-06-10|2025
01316090000000|California School for the Blind (State Special Schl)|7|||||Not Met|||2025
01316170000000|California School for the Deaf-Fremont (State Special Schl)|7|||||Not Met|||2025
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 52.4% 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 66.5%. 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 60.5% of the pathway enrollment coming from SPED, SED, or ELL. The number of pathways is determined by the size of the high school with the largest high school, Alameda High, offering five CTE pathways, Encinal High offering three CTE pathways and Island High offering one pathway. Each of the pathways offers a two-course sequence. The majority of pathways offer a minimum of one A-G course. Two pathways, Biotech and Digital Film, offer students who achieve a grade of B or better articulated credit with Laney College.|Encinal and Alameda High Schools do not offer the same AP and CTE courses. For example, Encinal does not offer Calculus BC and Alameda High does not offer the Radio Broadcasting. In addition the High schools do not offer the same world languages. Ninth grade students are slightly more restricted in their course of study because they are required to take Ethnic Studies and Navigating Life electives. Two CTE pathways also require ninth-graders to complete biology prior to enrolling in those pathways.The number of CTE pathways offered by each high school is determined by the size of the high school. Pathway courses are electives and each high school is limited in offering the number of electives supported by student enrollment.|The LEA aims to broaden the access to the course of study for all high school students in AUSD by aligning the High School Bell Schedules. Given the close proximity of the two high schools, having common bell schedules will allow students to take courses at either high school and expand access to the course of study for all high school students. Our efforts to expand the number of 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 CTEYouTube channel that serves as a repository for all of the videos and that will enable students and their parents to view the videos on demand. Our efforts to expand the number of pathways offered has served to increase the overall percentage of high school students participating in CTE pathways. CTE pathway recruitment strategies include a video marketing campaign that is included in the high school course selection process. Another successful strategy that our district has started to implement is to structure an activity for all ninth-graders at each high school to take part in CTE pathway recruitment activities.|Met||2025-06-24|2025
01611190119222|Nea Community Learning Center|7|100% of learners at our school continue to have access to a broad course of study - we use of common core curriculum aligned to CA Education Code, use of external assessments (such as STAR, Map, & Fountas & Pinell), and services for learners with 504s and special education needs. Having adopted and implemented Common Core State Standards previously, we are continually in the process of evaluating if our implementation continues to be successful. We have added SEL curriculum ToolBox, Engage NY, FOSS, etc... At the begining of the 22/23 school year we adopted Mastery Based Grading in the 6-8 program, as it is already utilized in the TK-5 program. Learners are assessed and graded on a 1-4 scale based on their understanding/mastery on a specific standard in each of their content classes.  We continue to offer appropriate services and the right to FAPE for all of our learners, including those experiencing homelessness, emergent English speakers, those who qualify for free/reduced lunch, and those with 504 plans and IEPs. Our special education director, case managers, paraprofessionals, counselors, office and administrative teams, and Deans work to support our push-in model that ensures all learners having access to our curriculum. Learners who require additional support are triaged through our Multi Tiered System of 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 have graduated with the Nea Diploma (which has UC and CSU eligibility programmed in to our offerings) OR with a CA state standards diploma. Every single high school learner who is not on track for the Nea Diploma has multiple 1:1 meetings and check ins with their families in combination with our counseling and administrative team to review options, coursework, and pathways forward.   Regardless of proficiency level, all learners have access to curriculum and content materials. Everything that is needed from books to materials to technology are provided. There is also time embedded in the school week for learners to complete tasks electronically if for some reason they do not have access at home. Learners in the elementary and middle school grade levels who require additional support in order to reach grade level proficiency are provided small group instruction and office hours.|A lack of appropriate facility space and at times staffing make it challenging to hold as many intervention classes as needed.  We continue to hold academies for grades 7/8, which are smaller study hall periods and this is a chance for learners to keep up with work and have a facilitator to guide them as needed. We are reassigning learners to academies to be part of targeted instruction but the space is limited for effective invention for how many learners can participate at a time. We continue to have 1 part time reading interventionists who meet with learners 1-2x week who have assessed as being far below grade level in reading in grades 1-4.|Nea is including one additional office hour/small group time which enables staff to provide some necessary intervention for learners who might need it.|Met||2025-06-12|2025
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 school implements a full inclusion model that ensures access to a broad course of study for all students.|Met||2025-05-22|2025
01611190130609|Alameda Community Learning Center|7|100% of learners at our school continue to have access to a broad course of study - we use of common core curriculum aligned to CA Education Code, use of external assessments (such as Map), and services for learners with 504s and special education needs. Having adopted and implemented Common Core State Standards previously, we are continually in the process of evaluating if our implementation continues to be successful. We have added Common Lit, Illustrative Mathematics, FOSS, etc... At the beginning of the 22/23 school year we adopted Mastery Based Grading. Learners are assessed and graded on a 1-4 scale based on their understanding/mastery on a specific standard in each of their content classes.  We continue to offer appropriate services and the right to FAPE for all of our learners, including those experiencing homelessness, emergent English speakers, those who qualify for free/reduced lunch, and those with 504 plans and IEPs. Our special education director, case managers, paraprofessionals, counselors, office and administrative teams, and Deans work to support our push-in model that ensures all learners having access to our curriculum. Learners who require additional support are triaged through our Multi Tiered System of 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 have graduated with the ACLC Diploma (which has UC and CSU eligibility programmed in to our offerings) OR with a CA state standards diploma. Every single high school learner who is not on track for the ACLC Diploma has multiple 1:1 meetings and check-ins with their families in combination with our counseling and administrative team to review options, coursework, and pathways forward.   Regardless of proficiency level, all learners have access to curriculum and content materials. Everything that is needed from books to materials to technology are provided. There is also time embedded in the school week for learners to complete tasks electronically if for some reason they do not have access at home. Learners in the elementary and middle school grade levels who require additional support in order to reach grade level proficiency are provided small group instruction and office hours.|A lack of appropriate facility space and at times staffing make it challenging to hold as many intervention classes as needed.  We continue to hold learning labs for some learners, which are smaller study hall periods and this is a chance for learners to keep up with work and have a facilitator to guide them as needed. We are reassigning learners to learning labs to be part of targeted instruction but the space is limited for effective invention for how many learners can participate at a time. Every teacher continues to hold weekly office hours after school twice a week for every student to access for additional support.|ACLC is expanding its Academy course (fromerly known as Learning Lab) to include one available for every grade level. This academy is small group time which enables staff to provide some necessary intervention for learners who might need it.|Met||2025-06-12|2025
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.|Students in grades K-12 have access to a broad course of study through dedicated staffing in physical education, visual and performing arts, Advanced Placement (AP), and Career Technical Education (CTE) teachers. For grades 6-8, students are provided seats in core subjects including English, mathematics, science, social science, health, and physical education, along with opportunities to take foreign language and applied arts courses. In grades 9-12, every student is guaranteed seats in required courses including English, social science, foreign language, physical education, science, mathematics, applied arts, and CTE to fulfill graduation requirements. Although foreign language is not a state high school graduation requirement, it is required for University of California and California State University (UC/CSU) admission. The district offers 835 foreign language seats, 796 visual, performing, and applied arts seats, 947 AP seats, and 722 CTE seats. A review shows that 73% of courses offered in the comprehensive high school setting are college preparatory, aligning with the goal of preparing students for postsecondary success. This broad and rigorous curriculum meets and exceeds California’s minimum graduation requirements, which include courses in English, math, science, social studies, physical education, and one course in visual or performing arts, world language, or CTE.|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||2025-06-17|2025
01611430000000|Berkeley Unified|7|BUSD continues to utilize various local measures to track access to and enrollment in a broad course of study.   These measures include:  K-2 DIBELS, 3-10 Star Reading, 3-10 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.   To meet the requirement of SB1114, BUSD will be formally adopting mCLASS with DIBELS as our literacy screener for K-2.|Similar to last year, 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.  Feedback highlights from the 2025 Annual Planning survey note that while data collection in BUSD has been improving, attention needs to be on the use of data toward enhancing student learning outcomes.  They also indicated a need to focus on investing in early assessment and proactive support to address academic gaps before they escalate.   Students specifically identified that BUSD can improve awareness of tutoring centers and available resources.|Berkeley Unified School District (BUSD) remains committed to ensuring that all students have equitable access to a broad course of study. At present, there are no identified barriers that prevent the district from providing such access to all students.|For the 2024-27 LCAP, we identified new actions and added additional metrics.  As we conclude the first year of implementation we are not anticipating any substantial changes to actions.  For this school year, we set a “3x5” target on most of our metrics in order to identify a clear target that is shared across school sites and departments.  The “3x5” calls on us to increase certain measures by 3% annually for all students, and by 5% for identified focal student groups.  As part of our Differentiated Assistance review, and the need assessment for our Learning Recovery Block Grant Funds, we identified one of our root causes to be lack of participation in the CAASPP testing. Because of this, the district organized informational sessions on the state test and its importance. We met with teaching and student leadership groups, heard and incorporated their ideas, set up incentive programs and communicated through multiple platforms. We held monthly planning and strategy meetings with site leadership, particularly at the high school level. At the high school level, we shifted to testing mathematics in math classes and made specific plans for students who are not currently taking mathematics. Additionally, we offered multiple opportunities for students to participate in make-up sessions. We taught sites how to pull participation data and checked in with them frequently about their numbers, offering differentiated, on the ground and technical support as needed.   We currently have mu|Met||2025-06-18|2025
01611500000000|Castro Valley Unified|7|CVUSD monitors access to a broad course of study by accessing and reviewing data on grades,  a-g fulfillment, and CTE enrollment on an ongoing basis. In addition to the measures, each year schools review data from the College/Career Indicator (CCI) regarding progress with ensuring that CVUSD students graduate at a high rate and do so in a manner that prepares them for college and/or career interests. At the middle school level, schools examine elective course offerings and add new courses to prepare students for success at the high school level and beyond. Local data , especially enrollment data for honors, AP and a-g completion are also examined at the high school level.  At the elementary level, all students have access to the Common Core Standards across the content areas. Teachers also supplement the robust curriculum with the CVUSD social-emotional/anti-bias & anti-racism curriculum.|CVUSD's analysis of data indicates positive trends in graduation rates and CTE enrollment, and a solid reduction trend in suspension rates. However, disparities in access to advanced and AP coursework remain between students from historically marginalized groups and the general student population. Furthermore, the a-g completion rate for students with disabilities lags considerably behind the district average. In contrast, access to a broad curriculum in elementary and middle school is consistent, as most students receive the same core curriculum supplemented by specialized offerings. At the high school level, Long-term English Learners (LTEL) show low enrollment in both a-g and AP courses. All PreK-5 students will continue to have access to visual and performing arts, specifically visual arts and music.|Students face several barriers to accessing a broad course of study that we are constantly working on to break down and break open. High school prerequisites for honors and AP courses, along with a limited number of AP sections, restrict access for some. Additionally, because not all students access instrumental music at the elementary level (PreK-5 grade), some students are underprepared to access our comprehensive instrumental music program at the middle and high school levels. Increased inclusion in general education courses with appropriate support would benefit many students with disabilities. Lastly, the lack of  University of California Office of the President ( UCOP-approved) ELD courses often prevents LTEL students from completing the full a-g coursework required for college entrance.|Castro Valley Unified School District (CVUSD) has demonstrated progress with our graduation rate and Career Technical Education (CTE) course participation across all student groups, including historically underserved populations. Efforts to enhance access to rigorous curriculum include the addition of Advanced Placement sections and the removal of AP summer homework requirements.   A key focus area for CVUSD is improving the rate at which Multilingual Learners redesignate as fully English proficient (RFEP) in order to better prepare ML students for high school coursework and remove barriers to accessing a-g curriculum. CVUSD will offer increased professional development for middle school ELD teachers and review effective ELD instructional practices.    CVUSD remains committed to providing Afrocentric courses in English and Social Studies which are available as Honors level courses. Furthermore, a continued emphasis on inclusion for students with disabilities in general education courses has facilitated increased access to both a-g courses and CTE programs for students with IEPs.  At the middle school level, elective courses, such as Ethnic Studies for 8th graders, have been introduced to cultivate critical thinking skills necessary for high school. At the elementary level, CVUSD has implemented a two-way Spanish Dual Language Immersion (DLI) enriched educational program. To maximize the long-term benefits, students will continue in the DLI program through the twelfth grade.|Met||2025-06-25|2025
01611680000000|Emery Unified|7|The LEA uses a combination of locally selected measures to track student access to and enrollment in a broad  course of study across grade spans and student groups. Course enrollment data disaggregated by grade level,  unduplicated student group (including English learners, foster youth, and socioeconomically disadvantaged  students), and students with exceptional needs is regularly reviewed to monitor equitable access. Emery Unified offers a diverse curriculum that includes entrepreneurship, maker’s space, music, art, band, coding,  and Spanish as a world language in both middle and high schools. At the high school level, students also have  access to a range of Advanced Placement (AP) courses, such as AP Human Geography, AP Calculus, AP 2-D Art,  and AP Chemistry. Enrollment data in these courses is analyzed annually to ensure representation of all student  subgroups and to identify and address any gaps in access.  In addition, the district monitors Individualized Education Program (IEP) data and student schedules to ensure that  students with disabilities are enrolled in a broad course of study with appropriate supports. These practices ensure  continuous monitoring and improvement in access and equity for all students.|Using locally selected tools such as school course catalogs, master schedules, and enrollment data, the LEA  monitors access to a broad course of study for all students. All courses are made available to students based on  individual schedules and academic readiness, with offerings clearly communicated through published course  catalogs and guidance counseling support. As the district operates one elementary, one middle, and one high  school, differences in course offerings are based solely on students' developmental needs and grade levels rather  than school site disparities.  At the middle and high school levels, students have access to a wide range of enrichment and academic  opportunities, including music, art, band, Spanish, coding, entrepreneurship, and a variety of Advanced Placement  (AP) courses such as AP Human Geography, AP Calculus, AP 2-D Art, and AP Chemistry. Enrollment data is  reviewed by subgroup—including unduplicated students and students with exceptional needs—to ensure equitable  participation.  Over time, the district has expanded course offerings and implemented intentional outreach to support the enrollment  of underrepresented students in advanced and elective courses. This reflects ongoing progress in ensuring all  students—regardless of background—have access to a comprehensive and engaging academic experience.|One of the primary barriers to providing access to a broad course of study in Emery Unified School District is the  inherent limitation of being a small district. With only one elementary, one middle, and one high school, the total  number of students and staff restricts the range of courses that can be offered each year, particularly in highly  specialized or low-demand subjects. Additionally, staffing and scheduling constraints may limit the simultaneous  availability of certain electives or Advanced Placement courses. Despite these limitations, the district compensates by taking a highly individualized and student-centered approach to course access. The small size of the district allows for more personalized academic counseling, flexible scheduling,  and stronger relationships between students, families, and staff. These strengths help ensure that students’  academic interests and postsecondary goals are met to the greatest extent possible.  Emery Unified continues to explore creative solutions, such as cross-enrollment opportunities, community  partnerships, and expanding dual enrollment, to broaden access while maintaining the intimate and responsive  support structure that characterizes the district.|In response to the results of locally selected measures and to address the limitations of a small staff, Emery Unified  has implemented strategic scheduling practices to ensure students have access to a broad course of study. One key  approach is alternating certain specialized or Advanced Placement (AP) courses across academic years. For  example, AP Psychology was offered in 2024–25 and will be offered again in 2026–27, while AP Human Geography  will be available in 2025–26. This rotation model allows the district to maintain a diverse set of academic offerings  despite staffing and enrollment constraints.  Additionally, the district continues to evaluate student interests annually to inform course planning and prioritization.  Counselors work closely with students to align their course selections with graduation requirements, college and  career readiness goals, and personal interests. Emery Unified is also exploring partnerships with community colleges  and online platforms to expand dual enrollment and virtual course options, ensuring broader access to academic  pathways for all students, including those from underrepresented groups and students with exceptional needs.|Met||2025-06-25|2025
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 2023-24 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: 93.5% • Graduates Earning a Seal of Biliteracy: 20.3% • Graduates Earning a Golden State Seal Merit Diploma: 52.3%  Met UC/CSU Requirements and CTE Pathway Completion Report (Combined four- and five-year cohort): • Met UC/CSU Requirements: 67.1% • Completed at Least One Career Technical Education (CTE) Pathway: 20.0%  Early Assessment Program (EAP) Readiness Rates with Smarter Balanced Exam Proficiency: • English Language Arts: 77.8% • Mathematics: 62.7%  Locally Provided Data: • Number of students enrolled in Dual Language Immersion program: 1,233 students (832 Mandarin, 401 Spanish) • Triennial Assessment Completion Rate: 94.1%|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.|The following curriculum adoptions have recently been implemented within FUSD. • K-3 Handwriting - Cursive and Manuscript Instruction Benson Handwriting (Perfection Learning, 2019) for Grade K-3 • Math Grades 6-8 - Reveal Math (McGraw Hill, ALEKS) for Grade 6-8 • Ethnic Studies 9th - Newsela (Supplemental) for Grade 9 • AP Physics C - Fundamentals of Physics - AP Edition (2018) (Houghton Mifflin Harcourt/John Wiley & Sons.) for Grade 11-12 • Chinese 1-4 - Integrated Chinese, 4th edition (Cheng & Tsui) for Grades 9-12 • Spanish 1-4 - Senderos 1-3 (Vista Higher Learning) Imagina (Vista Higher Learning) for Grades 7-12 • French 1-3 - D’accord! and Chemins (Vista Higher Learning) for Grades 7-12 • Spanish Dual Immersion - Galeria (Vista Higher Learning) for Grade 6-8 • Grade 6 ELA Curriculum - California Collections (Houghton Mifflin Harcourt) for Grade 6  Secondary schools annually submit requests for new courses of study to be added to the FUSD course catalog. The following courses were approved by the local Board on October 23, 2024. • Food, Nutrition and You: Centerville MS • Hindi 2: Horner MS and Irvington HS • Mural Painting: Horner MS • Art and Design: Hopkins MS • Gaming Concepts: Broadcast Journalism Through Streaming & Shoutcasting: American HS • ASL 4: Kennedy HS • AP Seminar: Mission HS • Calculus 101A and 101B: Mission HS • Choir 3 Honors: Mission HS • Advanced Band 2 Honors: Mission HS • Orchestra 4 Honors: Mission HS • English Composition: Robertson HS|Met||2025-06-25|2025
01611760130534|Circle of Independent Learning|7|All students at COIL receive instruction that is aligned with California state content standards and curriculum frameworks, ensuring they are supported in meeting graduation, college, and career goals. Access to core academic content and courses is guaranteed for every student—regardless of income, race, primary language, disability, or family background.  This commitment to equitable, standards-based instruction is driven by collaboration among educators and sustained support for teachers. At the heart of this approach is a focus on each student’s strengths and needs, grounded in the belief that all students can achieve academic success and thrive beyond school.  To support student learning, COIL uses a variety of tools such as Renaissance Learning, Lexia, and ALEKS, along with other online assessment programs. These tools are used multiple times throughout the year to guide course placement, monitor academic progress, and measure growth across grade levels in all subject areas.|Students participate in a range of local and state-mandated assessments throughout the school year, including beginning-of-year baseline assessments, mid-year progress checks, and end-of-year growth measurements using Renaissance Learning. These assessments help establish each student’s starting point and guide the personalization of their learning experience based on individual learning styles, areas needing support, and opportunities for acceleration.  In addition to these formal assessments, students complete both informal and course-specific evaluations through online curriculum platforms, textbook-based units, and verbal assessments conducted by their Advisory Teacher.  COIL ensures that all students—regardless of academic level, background, or subgroup—have equal access to the full course catalog and master schedule. The school is committed to providing every student with access to courses that are both academically rigorous and socially supportive, creating an inclusive and equitable learning environment for all.|COIL continues to enroll an increasing number of students from outside the local community, making it difficult for many to attend onsite classes. To address this, efforts are underway to enhance virtual access to onsite instruction, including the integration of updated technology that allows teachers to focus on delivering lessons while encouraging greater student engagement and participation.  For families unable to access in-person services such as testing, direct instruction, intervention, remediation, or tutoring, COIL has adapted by offering these supports remotely through platforms like Google Meet and Zoom. This transition has removed many of the barriers that once limited participation in services traditionally offered only in person.  As a non-classroom-based charter school, COIL effectively leverages its expertise in remote learning to provide high-quality instruction and support, enriching the educational experience for all students—regardless of location.|COIL systematically evaluates and integrates all instructional tools into its daily operations to support student success. This includes platforms such as Renaissance Learning, online curriculum programs, and remote support sessions—all strategically implemented to remove barriers to learning. These tools enable teachers and intervention specialists to work with students more efficiently and effectively, resulting in measurable academic growth. By offering local assessments remotely and providing proctored testing options, COIL increases participation among students who might otherwise face accessibility challenges. This approach allows educators, administrators, and specialists to identify academic gaps and needs with greater precision, leading to more targeted interventions, remediation efforts, and personalized course planning.  Looking ahead, COIL is focused on strengthening its intervention programs within the Multi-Tiered System of Supports (MTSS) framework. This includes enhancing the student success plan process, which serves as the first level of academic support, ensuring early identification and response to learning needs. Additionally, COIL is committed to improving its English Learner (EL) intervention program by expanding access to direct instruction and targeted EL strategies, delivered both in person and remotely. Through these ongoing efforts, COIL continues to provide comprehensive, equitable support that addresses the diverse academic needs of its students.|Met||2025-06-17|2025
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; Peer Advocacy 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 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. We are conducting a district/community review of our Multi-lingual master plan in order to ensure we are meeting the needs of our English Learner students.   4. 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||2025-06-25|2025
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, AP Psychology, 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. Six 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||2025-06-25|2025
01611920127696|Knowledge Enlightens You (KEY) Academy|7|We are a charter school serving students from Transitional Kindergarten through 8th grade, committed to delivering a well-rounded and engaging educational experience. Our approach is designed to meet the unique needs of each grade level, featuring a strong academic foundation enhanced by daily world language instruction and a vibrant after-school music program.  Our mission is to support every student in reaching their full potential. To do this, we offer targeted academic interventions that ensure all learners receive the support they need to succeed. These interventions are carefully scheduled during the school day, after school, and on Saturdays to minimize disruption to core classroom instruction. Pull-out sessions are strategically timed to avoid interfering with key learning moments, allowing students to benefit from additional help without missing essential conte|At our charter school, all students from TK to 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, ensuring a robust academic experience. Key components of our program include: • Core Academic Subjects: Students engage in essential subjects, including math, science, English language arts, and social studies, to 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: In addition to core subjects, students engage in enrichment activities that promote 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 further and develop their musical talents. • 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 had access to and were enrolled in a broad course of study supported by highly skilled teachers.|KEY Academy will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.|Met||2025-06-19|2025
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 options to take 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. The secondary program is unable to offer AP courses due to limitations to staffing and scheduling constraints. 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 such as robust recruiting and marketing efforts to ensure the hiring of highly qualified teachers to provide students access to a broad course of study.|Met||2025-06-02|2025
01611920137646|Impact Academy of Arts & Technology|7|Our school tracks students' completion of A-G requirements, which is a graduation requirement for all students. We continue to win awards for100% of our graduates having completed their A-G requirements. Additionally, we track growth measures in literacy and numeracy for all students, and we analyze this data by significant subgroups including race. In particular, we focus on tracking the progress of our Black students' performance as well as students with disabilities.|As mentioned, all students have access to A-G courses which guarantee them a broad course of a study. We also offer AP programs across all sites with minor differences in offerings depending on school size. We continue to work to improve our ELD tools. Focusing our data collection efforts on our Black student population surfaces gaps that we need to close for all students, which supports our continuous improvement goals.|Due to persistent enrollment challenges, we have had to find creative solutions to offer a wide range of courses. These enrollment issues stem from various factors including demographic trends in the area, which we have addressed by reducing staffing and therefore course offerings such as middle school science classes.|We continue to work aggressively towards increasing enrollment. We are also looking for opportunities to expand our AP course offerings. For example, this year we began offering an AP African American Studies course at one of our sites, and we plan to expand it to our other campuses. Moving forward, we will focus our attention on improving the quality of our World Language and high school History programs.|Met||2025-06-05|2025
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 student groups.|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 groups. Data analysis does show that, while Special Education students have access to a broad course of study, 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. Our metrics indicate that these systems have helped us improve those metrics that have indicated levels of educational barriers for students.|Met||2025-06-17|2025
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 • Provide access to before and after school learning opportunities • Continue to provide information to parents, students and educational partners about graduation requirements, student scheduling, A-G requirements, and college readiness|Met||2025-07-01|2025
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.  In secondary schools: Academic support for students not meeting graduation course requirements is provided by the counseling team and site administrators. Alignment of ROP and CTE pathways increase access for students.  Academic departments reflect on student data and adjust plans.|While student have access to courses, student success in these courses is inequitable. Students who identify as Latino, English Learner and Student with Disabilities need additional support to meet standards, A-G requirements and graduation profile. In addition, we need to align our ROP program and site-based CTE courses to allow for more pathway options.|NUSD continues to strive for equitable access to board courses of study for all students. We continue to offer grade level Environmental Literacy field trips. At the elementary level, sites are restarting music and art programs using Prop 28 funding. We are in the process of developing data tools to monitor enrollment and pass rates in A-G courses, partnering with CaliforniaColleges.edu to support students in making a 5-8 year plans, auditing transcripts district-wide, strengthening partnerships with Ohlone College and Mission Valley ROP. We will continue to utilize data collection tools to gather a deeper understanding of our student needs to make the most informed programmatic decisions.|Met||2025-06-25|2025
01612420000000|New Haven Unified|7|New Haven Unified School District develops 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||2025-06-17|2025
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.   Linked Learning pathways, including integrated academics, work-based learning, internships, dual enrollment, Career Technical Education, and aligned student supports.  Ethnic Studies  Graduate Capstone interdisciplinary research project to fulfill a District graduation requirement|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 6-8): 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): All schools now offer Ethnic Studies to ensure students can meet graduation requirements.  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 curriculum alignment 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 and align to competencies identified in the OUSD Graduate Profile.  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||2025-06-15|2025
01612590100065|Oakland Unity High|7|Our school offers a broad course of study by offering a complete college preparatory program meeting all the A-G requirements for attending a 4-year University of California program. We regularly offer AP Classes in Spanish, Calculus, and US History and we are adding an AP Computer Science as part of our Digital Media and IT Pathway. Many of our students take college courses at local community colleges. We aspire to offer additional electives like music, drama, and dance, but to do so will require more resources.  All students have equal access to our broad curriculum: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Instructional Assistants. African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools.|All students have equal access to our broad curriculum: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Instructional Assistants; African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools. All of our students and every subgroup have the same access to our curriculum which includes all the required courses for high school students. We offer as many Honors and AP classes as possible and students from all subgroups are well represented in the courses.|The only barrier to providing additional enrichment classes before or after school is financial. Our school budget is based on our enrollment which is limited by the site location, which is relatively small compared to traditional high school campuses.|One action that has broadened the course of study at our school is the creation and development of a Digital Media and IT Pathway. Students take computer classes and digital arts classes, including film, and have access to work-based learning experiences.  We now host an on-site computer repair program in the summer and year-round.|Met||2025-06-11|2025
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 and Foreign Language for high school students.  The school will continue to work to expand high school students opportunities to participate in dual enrollment courses.  The school plans to add French language courses in 2025-26.|Met||2025-06-02|2025
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||2025-06-04|2025
01612590109819|Aspire Berkley Maynard Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-10|2025
01612590111856|AIMS College Prep High|7|At AIMS HS, we have a strict course catalogue and listed within are all the course requirements for graduation at AIMS HS, including students’ A-G standards to qualify for entry into CSU and UC campuses. Except for students with Individualized Educational Plans (IEP), AIMS HS graduation requirements are universal for all AIMS HS students.    AIMS education specialists are using the SIS: PowerSchool to track and follow the academic progress of students with disabilities to ensure that they have access to and are enrolled in a broad course of study.|As a matter of equity, at AIMS HS, all students are enrolled in AP courses, beginning in their Freshman year.  Over the course of a student’s matriculation at AIMS HS, students will take at least 10-12 AP courses.  AIMS HS pays for 100 percent of all AP and SAT/PSAT Examinations for our students.  AIMS HS partners with Peralta Colleges to offer concurrent enrollment for its students through our AIMS U College Pathways program. Students take pathways courses, beginning in their sophomore year.  Students identified as EL attend all mainstream classes with classroom teachers who have attained their English Learner Authorization and have received professional development in designated and integrated ELD instructional strategies. Emerging level EL students do also receive pull-out intervention, however this intervention time is limited to 30 minutes and does not interfere with core subjects in the students' mainstream course of study.    Students with disabilities receiving special education services are supported by their education specialists across a broad course of study that incorporates collaboration between the general and special educators to ensure that appropriate specialized supports are being used during instruction of multiple subject areas for all students. Universal design for learning strategies and practices are shared and modeled to accommodate different learning modalities and encourage student engagement across subject areas.|AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards.    A potential barrier preventing the LEA from providing access to a broad course of study for all students,  might be the consideration of students receiving special education services outside of the general education class. However, students receiving support services outside of the general education setting are done so only after careful review with the IEP team determining the least restrictive environment for students to receive educational benefit. Presently, students with disabilities participate in the general education setting no less than 90%, during which they are in the regular class, extracurricular activities and non academic activities. Therefore, AIMS provides all students access to a broad course of study to meet and exceed state standards.|Implemented during the 2020-21 academic school year, the AIMS U College Pathways program allows AIMS Students the opportunity to take Pre-Business, Pre-Engineering / Design Media, Pre-Law, and Pre-Med Peralta Community College classes (Merritt, Laney College and Berkeley CC) while on campus at AIMS.    As part of the pathways program, AIMS HS students are enrolled in pathway programs, have the opportunity to earn between 18-24 UC and CSU transferable college credits, and potentially begin their college career with sophomore standing.   In previous years, Newcomer students attended separate core classes for ELA and were not integrated into the same broad course of study as non-Newcomer students. Now our LEA ensures that all EL students, including Newcomers, are enrolled in and have access to all of the same broad course of study as our non-EL students.  LCAP goals have been created that call for review and monitoring of the English language arts and mathematics CAASPP testing scores of students with disabilities, across K-12 grades.|Met||2025-06-16|2025
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||2025-06-16|2025
01612590114868|Oakland Charter High|7|||||Not Met|||2025
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||2025-06-12|2025
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 2025 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||2025-06-10|2025
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||2025-06-10|2025
01612590118224|Aspire Golden State College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
01612590126748|LPS Oakland R & D Campus|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 collects 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 allow 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: Advanced Placement courses and a Career, electives, and a Technical Education (CTE) digital media 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 and ELD 2. During the school day, students have access to Tutorial that focus on English, Math, and Science. According to the California Dashboard 64.8% of all students met UC/CSU Requirements; 63.2% of those students were Hispanic, 58.1% of the students were English Learners and 57.1% were long term English Learners. 65.7% of Socioeconomically disadvantaged students met UC/CSU requirements. 53.8% of students with disabilities met college requirements after four years.|Oakland R&D with the support of the network office continues to address the need for fully credentialed teachers at our school site. We will no longer use an online platform to provide A-G credit courses, but will continue to make it be available for credit recovery. Additionally, student attendance has been, on average 88.41% in 2024-2025 indicating a continuing need to increase enrollment in order to be able to offer additional courses related to a broad course of study. Higher enrollment will allow us to expand the number and types of courses offered to increase the impact on our A-G course requirement completion.|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 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.   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 opportunities as it relates to a broad course of study. We will continue to work with Peralta Colleges to provide dual enrollment opportunities. We are developing work experience education classes to provide students with credits for current employment and work experience.|Met||2025-06-25|2025
01612590128413|Aspire College Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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 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||2025-06-30|2025
01612590129932|East Bay Innovation Academy|7|EBIA uses an array of data sources to track access, progress, and needs of English Language Learners, students with special needs, foster youth, and student sub-groups, including MAP, SBAC, LPAC, AP Scores, course enrollment, transcript reviews, and trimester pass-fail rates. 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.|EBIA provides access to AP and A-G classes.  The school offers an annual course information night for students and their families.  Students are provided support through advisory to ensure appropriate course selection.  In our upper school, the Director of College and Career Readiness and the Administrative team conduct tri-annual transcript and grade reviews to ensure students are on track and identify students in need of support and/or credit recovery.  At both upper and lower school, teachers provide office hours and Individualized learning Time (ILT) 2x's per week to provide students with additional support to master course content.  English language learners are identified through the ELPAC and provided with additional pull-out supports and services based on their EL classification. Grade level teams meet weekly to discuss student supports and to implement student success team (SST) processes and services.  Summer Bridge classes are offered to students in grades 9-12 to support credit recovery.|In our Upper School campus, due in part to our rigorous course requirements which go above the California A-G requirements, we have found that students fall behind in graduation requirements when they fail a Trimester.|EBIA will focus on improving Tier 2 student supports, including additional literacy and numeracy support during Independent Learning Time via teacher instruction and the use of digital tools, including Lexia and Zearn; use of a school-wide referral tracking system to identify students who need additional support; tri-annual transcript and grade reviews to identify students in need of credit recovery supports; a new afterschool program for 9-12 grades, staffed with EBIA staff members, to provide additional support for credit recovery and mastery-based skill support to ensure that all students can meet rigorous course requirements. EBIA will continue to offer additional push-in and pull-out support for students with IEPs and unduplicated pupils.|Met||2025-06-11|2025
01612590130617|Oakland Military Institute, College Preparatory Academy|7|-Annual CAASPP Scores  -Renaissance Star Reading and Math Assessment Results  -8th Grade Promotion Rate -CAASPP, ICA, IAB, and FIAB results  -High School Graduation Rate  -College/Career Indicator (CCI)|Oakland Military Institute College Preparatory Academy (OMI) ensures that all students have access to and are enrolled in a broad course of study that includes core academic subjects, visual and performing arts, world languages, physical education, and college preparatory electives. Using master schedule data, course enrollment reports, and student transcripts, OMI monitors access and participation across grade levels and student groups.   All students in grades 6–12 are enrolled in English, mathematics, science, and social science courses. Middle school students also participate in physical education and exploratory electives, while high school students have access to A-G aligned courses, including AP and dual enrollment options. Visual and performing arts and world language courses are available to all high school students, with Spanish offered across multiple levels.   There are no significant disparities in access across student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. OMI’s single-site structure ensures consistent access to the full course of study. Over the past three years, OMI has expanded elective offerings and increased enrollment in advanced coursework, demonstrating progress in providing a well-rounded education for all cadets.|1. Teacher Coaching: Due to teacher feedback and scheduling issues, teacher coaching by CORE coaches throughout the year along with outside coaching from SVMI  2. ELA and Math pilot and adoption process to ensure common CCSS curriculum across all grade levels in math and English.  Discovery Ed Science access with new program initiatives  3. 23-24 BARR initiative was shelved for a more faculty-led ASG program which is still being implemented after its first year in 24-25  4. Intervention programs for Math in the MS and ELA and Math in the HS program that provide effective small group instruction is still in the implementation phase|"Changes made for the upcoming year revolve around doubling down on ""deep implementation"" of the initiatives that were strongly perceived by the OMI community as having the most positive impact on student achievement in 24-25.   Changes include a focus on the following for 25-26:  1. Implementation of the newly adopted ELA and Math Curriculum SAVVAS - curriculum mapping & lesson design with Literacy and Math coaches such as Jane Schafer Writing, and Silicon Valley Math Initiative  2. Deep Implementation and expansion of HMH Read 180 and Reading intervention to remediate learning loss and propel our English Learner literacy and  Math 180, IXL personalized math remediation.  3. School wide focus on writing and vocabulary expansion using Jane Schaffer Writing Program for multiple writing modalities across disciplines  4.Intervention courses in Math and ELA with data focused and leveled instruction.  5. Continued High Impact Tutoring (HIT) Math program that closes gaps in student learning through small group instruction and learning"|Met||2025-06-25|2025
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||2025-06-04|2025
01612590130666|Aspire Lionel Wilson College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
01612590130732|Aspire Triumph Technology Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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 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||2025-06-12|2025
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 the last two graduating classes (the school's first was in 2024) 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||2025-06-04|2025
01612593030772|Oakland School for the Arts|7|||||Not Met|||2025
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 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 300 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||2025-06-30|2025
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||2025-06-16|2025
01612596117568|Aspire Monarch Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-10|2025
01612750000000|Piedmont City Unified|7|PUSD uses two main tools and measures to evaluate access to a broad course of study: master schedules / 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/performing arts 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|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. All elementary students have instruction in classes taught by certificated teachers in required courses of study, and in music, technology, library, and art. 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 required English, Mathematics, Social Sciences, Science, and PE 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. The district is exploring dual-enrollment opportunities for the 2025-26 school year.   Analysis on graduate outcomes included Dataquest data on A-G completion for 2023-24. With that we learned that 96.2% of all PUSD graduates completed their a-g requirements. This is an improvement over 2022-23. For PHS the completion rate was 97.9%. (https://www.ed-data.org/district/Alameda/Piedmont-City-Unified)  In reviewing student groups and students with exceptional needs, we find that 81.3% of PHS graduates completed their A-G course requirements in 2023-24 which is an increase over the the previous year. 80% of socio-economically disadvantaged students complete their A-G requirements. This is an area of focus of PHS in the SPSA for 2025-26.|There are very few barriers to offering a broad course of study for all students. Students with disabilities may be limited in elective choices due to a scheduled resource support class. Due to the low number of English Learners we have consolidated our ELD course between the three secondary schools. Previous 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 aids 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, and will be providing tutoring support and credit remediation for students off-track.  PHS has identified low-socioeconomic students as a focus.|Met||2025-06-25|2025
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 - Engineering & Architect 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. During the year, SLVA and Lincoln High School expanded UC/CSU approved course offerings. 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. Response truncated due to character limit. Full text available at slusd.us.|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 24 unique classes with 736 students enrolled. We have a total of 59 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 lead and support model, 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.  Response truncated due to character limit. Full text available at slusd.us.|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. All SLUSD high schools have active UC Doorways with a-g courses approved, with the goal of adding additional courses each year.    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.|In response to local data and equity analyses, SLUSD has implemented targeted strategies to ensure all students have access to a comprehensive and inclusive course of study. This year, professional development efforts focused on Anti-Racist Universal Design for Learning (UDL) to promote instructional practices that are inclusive, culturally responsive, and accessible to all learners. Districtwide PD sessions emphasized integrating Designated and Integrated ELD into content instruction, with additional support for newcomer students.To address persistent barriers faced by English Learners with IEPs, the district launched a policy review of designated ELD practices for dually identified students. This initiative seeks to improve alignment, expand access to grade-level content, and ensure implementation of standards-based instruction. SLUSD also expanded college and career opportunities by increasing access to dual enrollment and articulated courses. Through a combination of instructional redesign, course expansion, and systems-level supports, the district remains committed to removing access barriers and engaging all students in a broad, rigorous, and equitable educational experience.|Met||2025-06-17|2025
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 2023-24 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 2023-24 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.|Our district makes every effort for students to access a broad course of study. All high school courses have been vetted through the UC Doorways office; students have a variety of paths to earn a high school diploma. This is evident by our high graduation rate which is consistently above 80%. 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, are allowed to remain a 5th year in our high schools. Our students with disabilities are placed as dictated by their IEPs and are monitored by case managers to ensure students receive support to earn a high school diploma or the alternative, a Certificate of Completion. Our district 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 along with our Special Education department when enrolling students with disabilities in ROP to ensure appropriate support. Our district does not have prerequisites to sign up for AP classes. Students interested do so with a clear understanding of the requirements of the course, including the taking of AP Placement tests at the end of the course. 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||2025-06-17|2025
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||2025-06-12|2025
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||2025-06-12|2025
01750930000000|Dublin Unified|7|Master Schedule Reviews Course Enrollment Reports from SIS (Infinite Campus) Program participation tracking (for CTE, Dual Enrollment, AVID, etc.) Monitoring IEP services to ensure access to general education electives Surveys of students and parents about course availability Site-level audits for course offerings|All elementary sites provide access to music and PE. At the middle and high school levels, enrollment data show that English learners and students with disabilities are underrepresented in CTE courses. The district has initiated targeted counseling to address this gap. Over the past three years, high school elective offerings have expanded, increasing access for all students, including low-income students who previously lacked these opportunities.|Staffing Limitations: Lack of qualified teachers to offer certain courses (e.g., world languages, CTE pathways, or arts). Hard-to-fill positions, especially in specialized subjects. Resource Constraints: Limited facilities (e.g., no dedicated space for art, music, or lab sciences at some sites).  Budget limitations prevent offering certain electives or programs. Scheduling Challenges: Conflicts in student schedules that prevent enrollment in electives, CTE, or AP courses.  Intervention or support classes (such as ELD or special education services) that take up elective periods, limiting choice for some student groups.|Staffing and Hiring Solutions: Hiring additional credentialed teachers in areas like art, music, world languages, or CTE. Expanding CTE or dual enrollment pathways at the high school level. Schedule or Program Adjustments: Revising master schedules to reduce conflicts that prevent students (especially English learners and students with IEPs) from taking electives.|Met||2025-06-10|2025
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 gradeof C or better) to be minimally eligible for admission to the University of California (UC) and California State University (CSU). In 2023-2024, overall 78.7% of PUSD students met these requirements, while 36.1% of English Learners, 50.6% of low income students, and 32.7% of students with disabilities metall requirements for admission. For students of color, 89.1% of Asian students, 55.6% of African American students, 63.1% of Hispanic students and 72.9% of White students met the requirements.|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 courseenrollment 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 lowincome, English Learners and foster/homeless students in higher level classes, PUSD has developedvarious actions related to course access. - PUSD has developed a five-year Career Technical Educationmaster plan that addresses: expanding pathway options, A-G alignment, adding capstone classes, reviewing/adjusting student recruitment strategies. - The Spanish Dual Language Immersion programfocuses on vertical alignment, increasing student awareness and offering the State Seal of Biliteracy. -PUSD will continue to monitor course enrollment, and college readiness status through the use of California College Guidance Initiative (CCGI). - 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 increasinglearning opportunities for intervention for students. - The Coordinator of Accountability and Special Programs leads the Comprehensive Coordinated Early Intervening Services (CCEIS) plan to address disproportionality in over identification of Hispanic and African-American students with a SpecificLearning Disability and African American students for suspensions.|Met||2025-06-26|2025
01751190000000|Sunol Glen Unified|7|We use locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule and course enrollment data is utilized as the tool for for determining access. Based on this measure, we determined that English learners, and students with disabilities were able to access all subjects within a broad course of study.|All students enrolled at SGUSD are provided the opportunity to participate in art, music and PE each week. This access is built into their daily schedule and qualified credentialed teachers provide students with instruction and practice in the defined courses. Students with IEPs are provided the necessary support to access general education as appropriate per their needs and are fully integrated into the school schedules. All students (including unduplicated students and students with disabilities) in 1st-6th grade are enrolled in English, Math, History-Social Science, Science, and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in 1st-6th grade have access to Visual and Performing Arts lessons, either integrated VAPA, designated VAPA, or a combination of both. All students (including unduplicated students and students with disabilities) in grades 7 and 8 are enrolled in English, Math, and Physical Education courses. All students (including unduplicated students and students with disabilities) are offered access to all required subject areas.|Currently, our monitoring and tracking of participation indicates that students are able to access the courses they are assigned to without interference or disruption.|Some actions that we have implemented to ensure access to a broad course of study include: • Regularly monitor student progress and provide needed support and intervention • Provide professional learning to teachers and administrators on evidence-based instructional strategies • Improve intervention program TK - 12 to address student academic, social/emotional needs early • Continue to provide information to parents, students, and educational partners about graduation requirements, student scheduling, A-G requirements, and college readiness|Met||2025-06-24|2025
01771800000000|SBE - Latitude 37.8 High|7|Latitude develops a Personalized Learning Plan for every student, which is a key tool that the LEA uses to track students’ access to and enrollment in a broad course of study. Every student has an advisor who oversees the Personalized Learning Plan throughout the student’s four years at Latitude. The Leadership Team conducts a review twice annually of students’ Personalized Learning Plans and transcripts, then analyzes results overall and for all subgroups.|Based on student enrollment in a broad course of study, Latitude’s analysis indicates strong readiness for postsecondary education. Latitude’s course offerings prepare students for their postsecondary education by ensuring that all students earn the credits they need to fulfill the University of California/California State University (UC/CSU) system’s A-G requirements during their 9th through 12th grade years. Latitude's academic courses at the high school level have been submitted to and approved by the UC Office of the President, and in turn, all students at Latitude have the opportunity to earn credits that fulfill the A-G requirements. Latitude also pursues partnerships with local community colleges to provide opportunities for dual-enrollment courses.|There are currently no barriers preventing the LEA from providing access to a broad course of study for all students.|In addition, Latitude has begun the process of establishing a Career Technical Education pathway. All 9th grade students currently take Design-Engineering/Computer Science and will have further opportunities to take advanced courses in this area, which would make Latitude a strong candidate for certification of this pathway. Latitude already meets many of the requirements for Linked Learning Silver Pathway certification, including an Integrated Program of Study (that includes College and Career Prep, Interdisciplinary Projects, and Outcome Indicators), Work-Based Learning, and Student Supports (including a Supportive Environment and College and Career Planning).|Met||2025-06-10|2025
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||2025-06-10|2025
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||2025-06-26|2025
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||2025-06-26|2025
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 has been added to our graduation requirements.  In response to this, personal finance has been added a a math offering, and forensic chemistry has been added for science.  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|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. 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 math framework . 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 for next year at the high school level to help with the third year of science requirement being in place.  New curriculum adoptions are planned for all levels in the area of math in the coming years.|Met||2025-06-18|2025
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 has been added to our graduation requirements.  In response to this, personal finance has been added a a math offering, and forensic chemistry has been added for science.  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 sectio|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. 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 math framework . 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 for next year at the high school level to help with the third year of science requirement being in place.  New curriculum adoptions are planned for all levels in the area of math in the coming years.|Met||2025-06-18|2025
04100410000000|Butte County Office of Education|7|BCOE currently uses the LEVERS  framework to guide self-assessment and continous  improvement.|BCOE currently scores 4 out of 14 on the LEVERS tool, showing no change from the baseline. Systems are in place and are regularly monitored and revised. BCOE is using data to strengthen transition services and raise academic rigor. All students have access to an online curriculum that offers a broad range of elective courses, and the LEVERS framework is inclusive of both special education and alternative education programs.|The LEVERS analysis and accompanying local measures revealed no barriers to providing every student with equitable access to a comprehensive course of study.|BCOE began using the LEVERS tool, developed by the California Collaborative for Educational Excellence (CCEE), as its official self assessment instrument in the 2024–2025 school year. LEVERS offers a broader, more inclusive framework that supports continuous improvement, specifically addressing the needs of special education and alternative education programs while reflecting the diversity of all students and families.|Met||2025-06-16|2025
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. The school has added several dual enrolled courses over the past few years and now students can complete dual enrolled classes on the school's campus all four years of high school.|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||2025-06-13|2025
04100410134213|Come Back Butte Charter|7|Each year, the Student Programs and Educational Support administrative team uses the LEVERS self assessment framework to measure progress on the Strategic Plan, refine programs and systems that improve academic achievement and college and career readiness, and strengthen data use to enhance transition services. LEVERS also offers a more inclusive lens for special education and alternative education settings.|Come Back operates as a single site alternative to the traditional comprehensive school model. Its leadership is committed to delivering personalized, real world learning experiences. Every student can enroll in courses tailored to individual needs, and instruction in all required subjects is provided through a standards aligned curriculum.|Students enrolled at Come Back are not 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 its Course of Study by pairing interest-driven, integrated content with ongoing professional development in social-emotional learning. The Edgenuity online curriculum further expands options, giving students access to a broad array of core and elective courses. The LEA assigns one Transition Specialist to the site; this staff member trains colleagues, advises administrators on appropriate course placement, fosters student engagement, keeps learners on track for graduation, and guides them toward successful post-secondary pathways|Met||2025-06-16|2025
04100410136820|Achieve Charter High|7|||||Not Met For Two or More Years|||2025
04100410430090|Hearthstone|7|Hearthstone uses the LEVERS (LEA Self-Assessment Tool) annually to measure access to a broad course of study.|Hearthstone provides all students with a comprehensive course of study, utilizes data to enhance transition services and increase academic rigor, and ensures universal access to an online curriculum featuring a wide array of elective courses.|There were no identified barriers to providing access to a broad course of study for all students.|Hearthstone transitioned to LEVERS as of the 2024-25 school year to expand our ability to grow as an LEA and continuously improve our practices. The LEVERS Tools is more inclusive of the students we serve.|Met||2025-06-16|2025
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||2025-06-17|2025
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.  The District is also exploring in ELA materials. With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies.  This same process is being followed for the NGSS Science Curriculum.|All students in the Biggs USD will receive equal access to a broad course of study. This will be measured using 4 essential components :  •	Standards, goals, and milestones for instruction  •	Technology and materials that provide multiple ways for diverse learners to access learning expectations  •	Specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increases motivation  •	Assessments to measure student progress, identify students learning needs and to modify instruction as needed.|3.	Thoughtful planning is used to provide access to all students in all subject areas.  All core subjects are taught by fully credentialed teachers or teachers completing induction programs. Biggs High School has gone to a 7 period day to increase student’s ability to have access to a broad course of study. The high school has added 4 CTE course that are articulated with the local Junior College.  Students in these course will receive high school and college credit.|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||2025-06-25|2025
04614240000000|Chico Unified|7|Chico Unified primarily utilizes the State Dashboard's College and Career Indicator to track the extent to which our students access and succeed in a broad course of study. We also analyze enrollment by student group in CTE, Honors, AVID, and AP courses.|The percentage of students graduating with college preparatory (a-g) requirements grew for all students (after falling significantly in 2022-23 to 34.0%) to 42.3% in 2023-24. The percentage of graduates who passed an Advanced Placement test went from 20.3% in 2022-23 to 31.1% in 2024-25.|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. As we enter the 4th year of block schedule implementation at the two comprehensive high schools, we hope to see graduate outcome metrics improve significantly. We also see trends in academic achievement in the lower grade levels that lead us to believe that students are lacking prerequisite skills for a variety of courses, especially higher-level courses.|Chico Unified School District will continue to offer broad courses of study including: Advanced Placement, Career and Technical Education, GATE (grades 4-5), honors courses, college-level coursework, visual and performing arts, world language, college preparatory, and alternative education. The 8-period block schedule will remain in place at both comprehensive high schools. At the elementary levels, for the 2025-26 school year, Chico Unified will employ reading teachers at each elementary school site to continue to support basic reading skill instruction.|Met||2025-06-25|2025
04614240110551|Nord Country|7|Nord Country School tracks progress in meeting Priority 7 by reviewing course offerings as well as class and school  schedules.|100% of our students had access to a broad course of study. In addition to core academic classes, students in  Kindergarten - 5th grade received art instruction, music instruction, PE instruction, and Spanish instruction. All  students in Middle School have access to an elective each semester.|The only barrier that comes up is for our students who have an IEP. It is difficult to ensure students are getting their  appropriate number of minutes of specialized academic instruction without having to use their elective time. So far  we have been successful.|No new revisions, decisions, nor actions will be implemented.|Met||2025-06-17|2025
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||2025-06-24|2025
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||2025-06-09|2025
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 continue to implement systemic social-emotional learning curriculum in the 2025-2026 school year, 2024-2025 was the first year of implementing the new curriculum.|Met||2025-06-19|2025
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||2025-06-16|2025
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.|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, students can engage more in a broard course of 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 school students will have more bandwidth to participate in a broader course of study and activities.|To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement. To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement.|Met||2025-06-16|2025
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||2025-06-25|2025
04614246113773|Chico Country Day|7|CCDS is a TK–8 public charter school where all students have access to a broad, well-rounded course of study. Every class—including all unduplicated students—participates in English Language Arts, Mathematics, Social Studies, NGSS-aligned Science, Health, and Physical Education, all aligned to Common Core Standards. In addition, students regularly engage in specialized instruction in Visual and Performing Arts, Studio Art, STEM, Choir, Band, and Music, which are integral parts of the CCDS experience.|All students at Chico Country Day School have access a broad course of study and our enrichment classes. There are no differences.|A current challenge at CCDS is the lack of Career and Technical Education (CTE) offerings. To address this, the school is exploring creative ways to expose students to various career paths. This year, CCDS participated in Butte County Career Day, providing 8th grade students with valuable exposure to regional career opportunities. Additionally, a small business elective allowed students to develop and market products, culminating in a successful after-school sale to the community.  Looking ahead, CCDS plans to strengthen career readiness efforts by partnering with local industries to provide on-campus career talks and learning experiences. For the 2025–26 school year, the school will explore applying for a CTE grant and begin planning for facility needs to support expanded career-focused offerings.|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||2025-06-11|2025
04614246119523|Blue Oak Charter|7|Blue Oak is a TK-8 charter school. All students from 1st through 8th have access to a broad course of study through the main lesson and specialties. Kindergarten has age-appropriate access through its 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. All students have access from 1:00 to 8:00 as described in the Master Schedule.|Attendance, especially truancy, can be a barrier to the full course of study at Blue Oak. Blue Oak has implemented The attendance strategies suggested by Attendance Works to increase attendance.|Blue Oak has established scheduling and instructional methods that ensure students with disabilities can attend Specialty classes.|Met||2025-06-17|2025
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. With the addition of the new advisory period in the day, all students can access the 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 was 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. In 2024-2025, the district addressed these issue by adding an additional 30 minute period at the intermediate school outside of the elective period. This allows all students at the intermediate school to access ELD and SPED courses and still have access to an elective. Additionally, the high school band class was moved to zero period, allowing band students to take the SOU courses during the school day. These schedule changes will continue in 2025-2026.|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.|In 2024-2025, the district addressed these issue by adding an additional 30 minute period at the intermediate school outside of the elective period. This allows all students at the intermediate school to access ELD and SPED courses and still have access to an elective. Additionally, the high school band class was moved to zero period, allowing band students to take the SOU courses during the school day. Both of these options will be continued in 2025-2026.|Met||2025-06-18|2025
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, Spring Valley Elementary School 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||2025-06-25|2025
04614990000000|Manzanita Elementary|7|Manzanita 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.|Manzanita Elementary School District comprises only one site, Manzanita Elementary School, 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 our offerings whenever opportunity allows. The barriers we face include our rural location, limited funding, and staffing challenges, particularly in VAPA.|We remain committed to offering art and music to all students, in addition to exploration experiences such as; Agg, Health careers, landscape design, drama, debate, cooking, journalism, reader's Theater and hands on science. Furthermore, physical education will continue to be provided to every grade level.|Met||2025-06-26|2025
04615070000000|Oroville City Elementary|7|OCESD utilizes a combination of locally selected tools to monitor student access and enrollment in a broad course of study across grade spans and student groups, including unduplicated populations and individuals with exceptional needs. Key measures include the district’s student information system (SIS), which tracks enrollment data by course, grade level, and subgroup demographics to ensure equitable participation. Course enrollment audits are conducted regularly to identify gaps in access to core academic subjects, elective courses, and specialized programs.  Additionally, OCESD uses the California Dashboard data and internal reports to analyze enrollment trends and outcomes for English learners, foster youth, low-income students, and students with disabilities. Site-level teams review this data during LCAP planning and Equity Team meetings to inform targeted outreach and program adjustments. Surveys and focus groups with students and families supplement quantitative data to provide insight into barriers to enrollment.  These combined tools enable OCESD to ensure all students have equitable opportunities to participate in a comprehensive curriculum aligned with state standards and tailored to meet diverse needs.|Using enrollment data from our student information system (SIS) and regular course audits, OCESD monitors equitable access to a broad course of study across all grade spans and student groups, including unduplicated students and those with exceptional needs. Overall, the district has maintained strong participation in core academic courses and expanded elective options at the middle school level.  Data reveal some variability across sites, with a few elementary schools showing lower enrollment in advanced enrichment programs, particularly among unduplicated students. Similarly, students with exceptional needs have access to specialized courses but experience inconsistent availability of certain electives depending on the site.  Over the past two years, targeted outreach and program development have increased enrollment equity, narrowing gaps in access for English learners and foster youth. Site teams continue to use data to address remaining disparities, focusing on expanding opportunities and removing barriers.  OCESD remains committed to ensuring all students benefit from a comprehensive, inclusive curriculum that supports academic growth and engagement.|Analysis of enrollment data and course audits reveals several barriers limiting universal access to a broad course of study in OCESD. Key challenges include resource limitations at some sites, which restrict the availability of advanced enrichment and elective courses, particularly in smaller or lower-income elementary schools. Staffing shortages and scheduling constraints also impact the consistent offering of specialized programs, especially for students with exceptional needs.  Additionally, some families face barriers related to awareness and engagement, resulting in under-enrollment of unduplicated students—such as English learners and foster youth—in enrichment opportunities. Language access and limited outreach reduce equitable participation in course selection and supplemental programs.  Transportation and logistical challenges further hinder some students’ ability to enroll in electives or specialized courses offered only at certain campuses. Finally, systemic inequities and implicit biases may influence course placement practices, contributing to disparities in access across student groups.  Addressing these barriers is essential for OCESD to ensure that all students have equitable opportunities to participate fully in a broad, rigorous curriculum.|In response to data identifying barriers to access, OCESD is implementing several targeted actions to expand equitable access to a broad course of study. The district is increasing resource allocation to under-resourced sites to support the expansion of enrichment and elective offerings, particularly at the elementary level. Staffing models are being adjusted to prioritize hiring specialists and support staff who can deliver specialized and advanced courses.  OCESD has enhanced outreach efforts to underrepresented families through multilingual communication and community partnerships to raise awareness of available programs and support equitable enrollment. Transportation options are being reviewed and expanded where possible to reduce logistical barriers for students accessing courses at different sites.  Additionally, the district is providing professional development to staff focused on culturally responsive practices and equitable course placement to reduce bias and promote inclusivity in program access. Site teams regularly analyze enrollment data to monitor progress and adjust strategies, ensuring continuous improvement.  These actions demonstrate OCESD’s commitment to providing all students, regardless of background or need, with comprehensive educational opportunities that support their academic and personal growth.|Met||2025-06-25|2025
04615070121509|Ipakanni Early College Charter|7|The school regularly reviews course enrollment records to ensure students, including those from unduplicated groups (e.g., English learners, low-income, foster youth) and students with special education needs, have equitable access to the full range of academic and elective courses offered. Periodic audits are conducted to verify that course offerings align with state standards and provide diverse pathways, ensuring all grade spans have access to core subjects, arts, physical education, and enrichment opportunities.For students with exceptional needs, the school tracks participation in appropriate courses and accommodations to support access within the general curriculum.|Using locally selected measures—including course enrollment data, curriculum audits, and individualized plan reviews—Ipakanni School has found that the majority of students across all grade spans have equitable access to a broad and balanced course of study. This includes core academic subjects, arts, physical education, and enrichment courses. Using locally selected measures—including course enrollment data, curriculum audits, and individualized plan reviews—Ipakanni School has found that the majority of students across all grade spans have equitable access to a broad and balanced course of study. This includes core academic subjects, arts, physical education, and enrichment courses. Because Ipakanni is a single-site small school, there are no differences across school sites. However, the data highlights ongoing challenges in ensuring consistent enrollment of some unduplicated student groups in elective and enrichment courses due to resource constraints and scheduling limitations.  Over time, the school has made steady progress in expanding course offerings and removing barriers to access, including implementing flexible scheduling and targeted outreach to families of underrepresented students to encourage participation in a broader range of classes.  Continuous monitoring and review will guide future efforts to guarantee all students benefit from a comprehensive educational program aligned with their interests and needs.|s a small school, Ipakanni has a limited number of teachers and specialists, which restricts the variety and frequency of elective and enrichment courses that can be offered. Small enrollment numbers and resource limitations make it challenging to create flexible schedules that accommodate diverse student interests and needs, particularly for specialized or advanced courses.|The school is piloting flexible scheduling to accommodate diverse student needs and interests, allowing students to participate in multi-grade or cross-disciplinary courses when feasible. taff conduct personalized outreach to families of underrepresented student groups to raise awareness of course opportunities and provide guidance on enrollment options. Budget priorities have been revised to invest in materials, technology, and staffing aimed at broadening curriculum offerings and supporting student access. The school will continue to use enrollment and participation data disaggregated by student groups to monitor progress and make data-informed adjustments to programming.|Met||2025-06-23|2025
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||2025-06-25|2025
04615150000000|Oroville Union High|7|OUHSD uses locally selected tools and systems to monitor student access to a broad course of study. The district relies on Aeries to track course enrollment by grade span and disaggregate data by English learners, foster youth, low-income students, and students with exceptional needs. Enrollment reports are regularly reviewed to ensure students are scheduled in core academic subjects and have access to electives, CTE, visual and performing arts, physical education, AVID, and dual enrollment. The district also monitors progress toward A–G completion and CTE pathway participation. Master schedule reviews and course access audits are conducted by site and district staff to evaluate equitable access and identify gaps. These reviews focus on ensuring English learners and students with disabilities are placed appropriately and supported in the least restrictive environment. Additionally, OUHSD gathers input through course requests, student and family surveys, and advisory groups. This input informs spring articulation and helps guide adjustments to master schedules to better align offerings with student needs and interests, ensuring inclusive access to a full and rich curriculum.|OUHSD course enrollment data and master schedule reviews indicate that most students have access to, and are enrolled in, a broad course of study that includes core academics and a range of enrichment opportunities. Students in grades 9–12 are placed in courses that meet graduation and A–G requirements, and most schools offer electives such as visual and performing arts, CTE, and world languages. Access to PE and core subjects is consistent, but offerings in AP, dual enrollment, and CTE vary by site due to staffing and partnerships. Larger schools typically provide more options, while smaller campuses may have fewer sections, limiting scheduling flexibility. Disaggregated data show that English learners and students with disabilities are more likely to be scheduled into support classes, reducing access to electives. OUHSD has addressed this through improved scheduling practices to balance support and enrichment. Socioeconomically disadvantaged students are well represented in most courses, but dual enrollment participation remains an area for growth. Foster youth show varied enrollment patterns due to mobility and credit recovery needs. Progress continues through better middle-to-high school articulation, investment in pathway programs, and efforts to ensure all students are enrolled in a broad and equitable course of study.|OUHSD is committed to ensuring equitable access to a broad course of study, but several barriers continue to impact some student groups. Staffing limitations, especially in CTE, world languages, AP, and dual enrollment, restrict the variety of course offerings—particularly at smaller or rural sites—limiting scheduling flexibility and student access to advanced or enrichment courses. Master schedule constraints also pose challenges. Students requiring academic interventions, ELD, or special education support often have limited room in their schedules for electives. This disproportionately affects English learners and students with disabilities, who may be enrolled in multiple support classes. Geographic access and transportation create additional barriers. Some CTE and dual enrollment programs are only available at certain sites, and not all students can easily attend them. Credit recovery needs among foster youth and other high-needs students can also reduce access to non-core courses, as schedules focus on graduation requirements. Finally, limited awareness or confidence can prevent underserved students from enrolling in advanced or elective coursework. Misconceptions about eligibility or readiness contribute to missed opportunities. OUHSD continues to address these barriers through staffing, scheduling improvements, outreach, and targeted support.|OUHSD has implemented several key actions to address barriers and ensure all students have access to a broad course of study. The district is increasing credentialed staffing in high-demand areas such as CTE, AP, and dual enrollment, and exploring shared staffing and inter-site scheduling to expand offerings across schools. To reduce conflicts between support classes and electives, the master scheduling process has been revised. Schools are using flexible scheduling and advisory periods to protect elective access for English learners, students with disabilities, and those needing interventions. The district is also expanding dual enrollment and CTE opportunities through college and community partnerships, including online and hybrid options, and is exploring transportation supports to increase program access across sites. To support informed course selection, counselors are conducting one-on-one planning sessions and hosting multilingual outreach events for students and families. OUHSD is also enhancing its data tools to monitor enrollment by student group and school site, allowing for ongoing adjustments to improve access and equity.|Met||2025-06-18|2025
04615230000000|Palermo Union Elementary|7|The LEA uses school site master schedules and individual student schedules as the primary tools to monitor and ensure that all students—across grade spans, including unduplicated student groups and students with exceptional needs—have access to and are enrolled in a broad course of study. Regular analysis of these schedules confirms that all students are enrolled in the required core academic areas, including English Language Arts/Reading, Mathematics, Science, History/Social Studies, and Physical Education. This review process ensures alignment with grade-level standards and equitable access to a comprehensive curriculum for all learners.|Across all school sites, the LEA ensures that students have equitable access to a broad course of study, with variations based on grade spans to reflect appropriate instructional models.  Grades TK–3: Students are placed in self-contained classrooms where all core subject areas—including English Language Arts, Math, Science, Social Studies, Physical Education, and Visual and Performing Arts—are taught. Students also participate in music and visual arts rotations led by subject matter specialists. Students with IEPs receive specialized academic support but remain mainstreamed with their peers for the majority of the school day. Enrichment and intervention opportunities are embedded during the school day and available after school for all students.  Grades 4–5: Students continue in self-contained classrooms receiving comprehensive instruction in core academic subjects, with enrichment and intervention opportunities provided both during and after the school day. All students have access to physical education, music, and visual arts rotations taught by specialists. Students with disabilities remain primarily in general education settings with access to specialized services as indicated in their IEPs.  Grades 6–8: Students transition to a departmentalized schedule where they receive core academic instruction in English, Math, Science, and Social Studies from content-area teachers. All students have access to enrichment and intervention programs within the school day, as well as af|The LEA has identified the following key barriers that impact its ability to provide all students, across grade spans and student groups, with consistent access to a broad course of study:  Limited Instructional Minutes: The length of the instructional day restricts the time available to incorporate enrichment courses (e.g., art, music, theater, STEM) without reducing time allocated to core academic subjects.  Insufficient and Unstable Funding: A lack of ongoing, dedicated funding limits the district’s ability to hire and sustain subject matter specialists across all sites, particularly in non-core academic areas such as music, visual arts, and agriculture.  Staffing Shortages: Ongoing staffing shortages, particularly in specialized content areas and special education, present a challenge in offering a comprehensive range of courses and interventions. Recruiting and retaining qualified staff remains a barrier, especially in a small and rural district. The district is actively exploring ways to address these barriers through revised staffing plans, grant opportunities, and collaboration with community partners to expand learning opportunities and equitable access for all students.|In response to the identified barriers and analysis of student access, the LEA has taken several steps and is actively planning additional actions to ensure all students have equitable access to a broad course of study:  Expanded Learning Opportunities: The district continues to expand both academic support and enrichment programs offered before and after the regular school day, as well as during summer vacation. These opportunities are designed to supplement the core curriculum and provide students with access to a wider range of learning experiences.  Increased Access through Transportation and Student-Interest Clubs: To remove participation barriers, the district has increased transportation options for before- and after-school programs. Additionally, student interest surveys are used to develop high-interest clubs and activities, ensuring offerings are responsive to student voice and needs.  Ongoing Strategic Planning: The district is actively researching additional funding sources and strategic partnerships to support the hiring of subject matter specialists and the expansion of enrichment programming. These efforts are part of a broader commitment to enhancing course access and ensuring a well-rounded educational experience for all students. These actions reflect the district’s focus on continuous improvement and its commitment to ensuring all students, including unduplicated student groups and students with exceptional needs, have access to a broad and engaging course|Met||2025-06-25|2025
04615310000000|Paradise Unified|7|Paradise Unified School District (PUSD) primarily uses the California School Dashboard’s College and Career Indicator (CCI) to monitor student access to and success in a broad course of study. In addition, PUSD reviews course enrollment data disaggregated by grade span and student group, including participation in Career Technical Education (CTE) pathways and Advanced Placement (AP) courses. This analysis helps the district ensure that all students—including unduplicated student groups and students with exceptional needs—have equitable access to rigorous and diverse academic opportunities.|In the 2023–24 school year, Paradise Unified School District (PUSD) continued to monitor and address differences in student access to a broad course of study. Data from the California School Dashboard and local enrollment reports show that while many students are beginning to access college and career readiness pathways such as A-G courses, Advanced Placement (AP), and Career Technical Education (CTE) there is still room for improvement, especially in increasing the number of students who meet full college and career preparedness criteria.  Progress is evident at sites like Ridgeview Continuation High School, which has moved out of the Red performance level for all student groups. Districtwide, a greater number of socioeconomically disadvantaged students are enrolling in AP courses, reflecting positive steps toward achieving equity. However, the overall percentage of students completing A-G requirements and fully meeting the College and Career Indicator (CCI) remains an area for growth. To support improvement, PUSD is focusing on expanding course access, strengthening academic counseling, and ensuring all students, regardless of school site or background, have clear and supported pathways toward postsecondary success.|During the 2023–24 school year, Paradise Unified School District (PUSD) faced several ongoing barriers to providing all students with access to a broad course of study. One of the most significant challenges remains the lasting impact of the Camp Fire, which led to a sharp decline in student enrollment, dropping by 51% districtwide, and a corresponding reduction in staffing and course offerings.   This challenge has contributed to a decrease in CTE pathway completions. Although the district has seen encouraging trends such as increased AP enrollment and higher participation rates among economically disadvantaged students, these gains are tempered by the overall reduction in course variety and access. PUSD remains committed to addressing these barriers by investing in outreach, strengthening program offerings, and expanding support for underserved students to ensure equitable access to a full and enriching course of study.|In 2024–25, Paradise Unified School District (PUSD) continued to take strategic steps to expand access to a broad and rigorous course of study for all students. Building on previous curriculum adoptions in English Language Arts, Math, Science, and Social Studies, the district remained focused on strengthening instructional alignment across grade levels. In partnership with Creative Leadership Solutions, teachers collaborated to develop curriculum guides, identify essential standards, and create common formative assessments to support consistent, high-quality instruction. These efforts, in conjunction with the ongoing work of Professional Learning Communities (PLCs), have promoted equity, enhanced instructional practices, and supported student learning throughout the district.  To address ongoing staffing challenges, particularly in Career Technical Education (CTE), PUSD began exploring creative solutions such as partnerships with local industry experts and postsecondary institutions. In addition, the district is placing a strong emphasis on increasing A-G course completion, particularly for economically disadvantaged students, by enhancing academic counseling and ensuring that all students receive the guidance and support necessary to succeed in college and career pathways.|Met||2025-06-24|2025
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||2025-06-25|2025
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 to provide Career Technical Education Pathways.|HomeTech has extensive a-g and elective course offerings for a small staff, non-classroom-based school.  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||2025-06-17|2025
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.   Since 2022, PCMS is asks parents to self-identify for unduplicated student groups and/or students with IEP during the Aeries enrollment process 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 is able to provide access to a broad course of study for every student, while also having 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 transitioned to becoming their own SELPA LEA to allow full-time localized resource teacher to provide access to all students for a broad course of study.|Met||2025-06-12|2025
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|Not any differences|Not any barriers|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||2025-06-30|2025
04615490000000|Thermalito Union Elementary|7|Thermalito Union Elementary School District (TUESD) uses the Aeries platform and develops a Master Schedule for Nelson Middle school students grade 6-8 to track the percentage of students in electives and for those who have access to broad courses of study.  For our TK-5th grade students, the Aeries platform is used to roster students to a classroom teacher. Each teacher is provided with an Art/Music and PE schedule and given equal access to those courses.|All 6th- 8th grade students have access to core content areas (English, math,  history social-studies, science, and PE).  Approximately 75-80%% of students have access to one or more electives: music, art, leadership, and Science, Technology, Engineering, and Math (STEM)  All TK-5  students have access to core content areas (English, math, history, social studies, science and PE).  All students had access to Music/Art and PE. throughout the year|In grades 6th-8th, the school/class size limits elective choices. Additionally, approximately 25% of Nelson students need ELD, reading, or math intervention.  With the new designation of Long Term English Learners (LTELS) to the CA Dashboard, it creates a need to have our students reclassified and given access to electives. Support is being provided at the lower grade levels with intervention teachers to help support the needs at the Middle School.  For grades TK-5, scheduling around holidays and other non attendance days may at times cause barriers to access.|LCAP stakeholders (parents, staff, board members, and administrators) continue brainstorming, prioritizing, and recommending actions and services to help promote expanded elective offerings at all school sites. Elementary schools have partnered with the After School Program (ASP), run by Butte County Office of Education, to allow for participation in After School sports and other elective activities. The school district works closely with the ASP to ensure all students have access to the program, without waiting lists.|Not Met|||2025
04733790000000|Pioneer Union Elementary|7|Pioneer Union Elementary School District ensures all students have access to a broad course of study through site-based instructional planning, implementation of grade-level, standards-aligned curriculum, and the use of multiple locally selected tools and programs. Access to instruction is supported by i-Ready diagnostics and instructional pathways in ELA and mathematics, Renaissance Learning (STAR Assessments) to monitor growth in reading and math, Do the Math for targeted math intervention, and Aeries Analytics to review academic performance, attendance, and program access across student groups. These tools help teachers and administrators assess the extent to which students—including unduplicated pupils and individuals with exceptional needs—are enrolled in and supported through rigorous instruction. In addition, the district supports instructional consistency and equity through the use of professional learning communities (PLCs), where staff collaborate regularly to review data, plan instruction, and respond to student needs. Students with disabilities access the core curriculum with appropriate accommodations and supports as identified in their IEPs, and English Learners receive both designated and integrated English Language Development. Together, these tools, supports, and programs reflect the district’s ongoing commitment to ensuring that all students benefit from a comprehensive and inclusive educational experience, as outlined in our Local Control and Accountability|Pioneer Union Elementary School District ensures all TK–8 students have access to a broad, standards-aligned course of study that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and enrichment opportunities such as Visual and Performing Arts. Instruction is delivered using state-adopted materials by credentialed teachers, with instructional planning and collaboration supported through Professional Learning Communities (PLCs).  The district uses i-Ready diagnostics and instructional pathways, Renaissance STAR assessments, and Aeries Analytics to monitor student progress, identify gaps, and ensure all students—especially unduplicated students and those with exceptional needs—receive appropriate access and support. Do the Math is used to deliver targeted math intervention, particularly for students performing below grade level.  English Learners receive both designated and integrated ELD, and students with disabilities are provided access to core curriculum with appropriate accommodations as defined in their IEPs. These tools and supports are used to ensure equity in instructional access across student groups. Over time, the district has increased its capacity to use data to guide instruction and provide timely interventions, supporting broader access to learning for all students.|While Pioneer Union Elementary School District remains committed to providing all students with access to a broad, standards-based course of study, several persistent barriers impact full implementation. Geographic isolation and limited staffing in a small rural district pose challenges in offering a wider variety of enrichment programs, particularly in the arts and sciences. The availability of specialized instructors, especially in elective areas, remains limited. In addition, many students—particularly those who are socioeconomically disadvantaged—require significant academic and social-emotional support, which can narrow instructional time spent on non-core subjects.  As outlined in the LCAP, the reopening of the Berry Creek campus has introduced additional logistical and staffing demands, requiring resource allocation toward foundational programs and facilities. Ensuring equitable access to intervention and enrichment for all students, especially unduplicated pupils and students with disabilities, continues to require strategic use of staffing, instructional time, and supplemental resources. The district is working to address these gaps through targeted supports, expanded professional development, and the strategic integration of intervention programs.|In response to identified barriers, Pioneer Union Elementary School District has implemented several actions through its LCAP to ensure all students have access to a broad course of study. Credentialed staffing (Action 1.1), targeted professional development (Action 1.2), and use of i-Ready, Renaissance STAR, and Do the Math are in place to support core instruction and create room for enrichment. The district is also expanding use of Aeries Analytics and PLCs to monitor access and address disparities across student groups.  To extend learning beyond the school day, the district is implementing a structured before- and after-school program through ELOP (Action 3.6), targeting TK–6 students, particularly those who are unduplicated. This program offers enrichment and academic support that broadens the educational experience for participating students. As resources allow, the district is also exploring expanded offerings in the arts and other enrichment areas. These strategies reflect PUESD’s commitment to equitable access to a comprehensive and inclusive instructional program.|Met||2025-06-18|2025
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.|Access of students in various subgroups to courses maintains an acceptable level again this year with no grossly disproportionate disparities in enrollment of subgroups in classes. At elementary levels there is no observable pattern in students experiencing discrimination in their placement into general classes. Investigation of ELD practices three years ago indicated that students were not all receiving appropriate EL services within their school day in elementary grades. In 2023-24 and 24-25 this was focused on and it was verified that all 2-5 grade students received targeted designated ELD services in their schooldays, as well as increased support for students in grades K-1. This was still a challenge at McKinley with limited time in the schoolday, but this is was in place for 2024-25. 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. When new administration took over at Sycamore this year, a noticed issue in which students had historically been denied access to either or both of science and history classes in favor or double or triple doses of ELA and math was finally addressed as the previous administration had not addressed the issue. All gen ed students for 24-25/25-26 were placed in a full load of core content in the schedules.|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. Previous examination of class loads at Sycamore has found some students in need of 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. This was addressed for the start of 24-25. It is believed that ensuring their access to the entire breadth of core content will better prepare those students for success in high school. And this is also the plan for 25-26.|The tentative schedules of the middle school have been examined for appropriate placement of students into all the core courses. 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. Over the past two years at the elementary levels, discussions about the importance of EL services have been had and closer monitoring of the sites' plans to implement protected time specifically for EL students is continuing. 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, a journey now entering its third full year. 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 and a commitment to maintain that position for at least the coming three year planning cycle. This last implementation took a backward step or pause in 24-25 with the departure of the librarian early in the year and inability to find a midyear replacement. One has been secured for the start of 25-26 however.|Met||2025-06-25|2025
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.|Due to the limited number of students enrolled in both CRA and Oakendell Community School it is easy to track access to a broad course of study. All students have equal access to a broad course of study through the Edmentum platform.|All students have access to a broad course of study, however, instructor skill and credentialing in the areas of CTE and World Languages has limited offerings in those areas. The Edmentum program provider allows us to contract with a credentialed teacher for these courses if a locally credentialed teacher is not available.|All students will continue to have equal access to a broad course of study. Evaluation of student needs will be ongoing.|Met||2025-06-23|2025
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 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 offeringings.|Met||2025-06-11|2025
05615560000000|Bret Harte Union High|7|Bret Harte High School offers a comprehensive curriculum, including CTE, art, and music, alongside core subjects like English, math, social science, and science. Course selection is individualized, with students meeting with administrators to align choices with their goals. The school monitors enrollment in A-G, CTE, and VAPA courses and ensures all students, including those with exceptional needs, receive standards-aligned instruction in core areas. To further expand academic rigor and course variety, an online curriculum is available in addition to teacher-led classes.|The district provides all students, including those with exceptional needs, with standards-aligned curriculum in core subjects. To further enhance student opportunities, the district plans to increase the availability of online courses. Academic support is offered through peer tutoring, after-school teacher-led tutoring, student support classes, and academic advisory periods. Specifically, students with exceptional needs can access co-teaching in core subjects, Dual Enrollment, and push-in support for at-risk students.|Bret Harte may face several obstacles in offering diverse pathways to interested students. These potential barriers include restrictions in the master schedule, limited teacher availability, scheduling conflicts, and the extensive nature of the online curriculum catalog.|The District will maintain equitable access to educational opportunities through online curriculum, Career Technical Education (CTE) dual enrollment, and California College and Career Access Pathways (CCAP) partnerships.|Met||2025-06-09|2025
05615640000000|Calaveras Unified|7|CUSD uses multiple tools to monitor student access to a broad course of study, including Infinite Campus Student Information System, master schedules, course enrollment reports, Individualized Education Programs (IEPs), and local data dashboards. These tools allow the district to track student enrollment by grade span (TK–5, 6–8, 9–12), unduplicated student groups (English Learners, foster youth, socioeconomically disadvantaged), and students with disabilities. Site administrators and district staff regularly review these data to ensure equitable access to courses in core academic subjects, visual and performing arts, career technical education (CTE), physical education, and world languages.|CUSD students across grade spans generally have access to a broad course of study that includes core academic subjects, arts, physical education, and electives. Elementary students receive instruction in music, PE, and enrichment rotations. Middle and high school students access CTE pathways, advanced coursework, and electives in visual and performing arts. However, access to some enrichment and advanced courses varies by site due to staffing and scheduling limitations. Students with disabilities and English Learners are enrolled in the full curriculum with supports, though some may have limited elective options depending on their IEPs or language development needs.|Barriers to full access include staffing shortages. Smaller school sites with limited enrollment face challenges offering a wide range of electives due to budget and scheduling constraints. Additionally, students with IEPs or those needing English language support may have limited flexibility in their schedules, reducing access to enrichment courses. Transportation limitations in rural areas can also restrict participation, which affects attendance.|To address access gaps, CUSD is expanding course offerings through shared staffing, cross-site scheduling, and online learning platforms. The district is actively recruiting and retaining credentialed staff in high-need subject areas, particularly CTE and arts. The district continues to prioritize equitable access across student groups and sites through data monitoring and targeted supports.|Met||2025-06-26|2025
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||2025-06-26|2025
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 = 371 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 = 197 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||2025-06-18|2025
06100660000000|Colusa County Office of Education|7|SWAA is one community school that uses Edmentum, IXL, Text books, Individual Learning Plan (ILP) and Virtual Reality along with art, PE and construction classes to broaden our students access to A-G classes along with CTE classes.|All SWAA students have access to our broad course of study.  Those students who choose independent study do not have access to some of our CTE classes (construction) but they use our packets and computers to access the pieces.|Independent study students do not have the same access as in school students.  Many of our independent study students attend on the days our art teacher and CTE teacher attends.|We encourage our independent study students to attend at least one full day a week.  Usually a day where the art/CTE teacher attends.|Met||2025-06-18|2025
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.  The high school develops their master schedule based on student interest, so it is intentionally student driven.  The high school has expanded their dual enrollment opportunities for students.  Additionally, the high school has three CTE pathways available to students.|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||2025-06-23|2025
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||2025-07-30|2025
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. The district has begun working with California College Guidance Initiative (CCGI) to provide additional information and support for students preparing for post-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. Ethnic Studies was piloted as a Chicano Literature Course in 24/25 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. Another barrier to a variety of course offerings is the fact that we have a small student body population which creates only one single section for some course offerings which can be a conflict in a student's schedule. Course offerings can be canceled also due to low enrollment that does not sustain a class section.|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. Students can take online college courses to enhance their school schedule if they choose to do so as well.|Met||2025-06-20|2025
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 high school 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||2025-06-12|2025
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 (Benchmark, 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 as 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, students 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 are A-G approved.|Met||2025-06-11|2025
07100740114470|Making Waves Academy|7|All students continue to have access to A-G approved courses, which are part of our graduation requirements. 100% 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 2024–25, 128/146 (87.7%) of graduates were eligible for CSU entrance upon graduation, and 82/146 (56.16%) were eligible for UC entrance. This year, of students designated as seniors at the beginning of the school year, 111/146 students applied and were accepted to at least one four-year university: 107/146 (73.3%) were CSU eligible (2.0 GPA and above), and 76/146 (52%) were UC eligible. Our College and Career Counseling Department 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, 212 students enrolled in at least 1 AP Course out of 532 total students (40%). We currently have one CTE pathway and have seen an increase in pathway completers; we are continuing to explore additional CTE options.|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 2024-25, 128/146; 87.7%% of graduates were eligible for CSU entrance upon graduation and  82/146 56.16% were eligible for UC 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, out of 265 AP Exams, 121 Exams with score of 3 or higher, equaling 46% of students passed their AP exams (scored a 3 or higher). We currently have one CTE pathway, and continue to see 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 continues to challenge our ability to offer a broad array of CTE courses.|Facing the same barriers as last year, we will 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 will continue to be admnistered 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.|Met||2025-06-16|2025
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 utilize 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||2025-06-18|2025
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||2025-06-17|2025
07100740134114|Contra Costa School of Performing Arts|7|||||Not Met|||2025
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 successfully transitioned to offering in-person rather than online Spanish language offerings.  We also added two more high school math options for 12th graders in 24-25–to broaden the options for content and rigor. We will be adding Ethnic Studies next year.|Met||2025-06-04|2025
07100740730614|Golden Gate Community|7|The LEA regularly completes deep data dives disaggregated by targeted subgroups. Specifically, there is a review of attendance data, academic data (assessments, grades, transcripts, etc.), SEL data, 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 individualized and targeted interventions identified through the Coordination of Service Team (COST) process as needed.|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 three 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 along with the use of the Savvas, Reading with Relevance, STEMscopes, and Illustrative Math curriculums. Golden Gate screens students regularly to make sure that they are enrolled in the courses needed 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 2024-25 academic year, ELD instruction was improved by providing both designated and integrated ELD instruction to English learner students . Golden Gate was also able to expand its college, career, and technical opportunities and provide more internship opportunities. Additionally, the Individual Learning Plan (ILP) process is in the process of being revised and improved.|Met||2025-06-11|2025
07100740731380|Clayton Valley Charter High|7|The Charter's A-G graduation requirement, by default, assures all students have access to and are enrolled in a broad course of study. To support this requirement, several barriers to course enrollment have been lifted over the last three years ( ex : grade requirements, teacher recommendations for AP enrollment, interview selection process for Academy enrollment). 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 are assessed and scheduled into an ELD courses 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, Farsi, 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||2025-06-11|2025
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 budget 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||2025-06-25|2025
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 examines 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 (SPSA) and the District's Local Control and Accountability Plan (LCAP).|With a 2024 four-year cohort graduation rate of 97.5% and 81.7% 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 81.7% for all graduates, but only 68.8% for Black / African American students, 53.0% for students from socioeconomically disadvantaged backgrounds, and 32% for students with disabilities in Learning Skills courses.  The percentage of students in the 2024 graduating class completing a Career Technical Education (CTE) pathway was 6.9%, a slight increase from 2023; however, the goal is 8% by 2026.|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.|To provide effective academic support for all students and address opportunity gaps for unduplicated students, a Teacher on Special Assignment (TOSA) at each comprehensive high school will help coordinate academic support sessions. This coordination will include an online platform to schedule sessions focused on specific standards. The TOSAs will support all students, but they will focus on providing Academy sessions for unduplicated students.  To support high levels of achievement and close opportunity gaps for students with disabilities, AUHSD will strengthen the collaborative teaching model. Under this model, targeted general education classes have both a general education teacher and a Special Education teacher supporting the students. Instructional aides will also support Special Education students in the general education classes. Collaborative teaching will be focused on math and English classes.  AUHSD is implementing a new English Language Development (ELD) curriculum and providing extensive professional development on ELD strategies to address opportunity gaps for English Learners. All school sites will leverage the adopted standards-aligned curriculum to support students. This curriculum combines research-based principles, instructional routines, and programmatic goals aligned to state standards.  To bolster Career Technical Education pathway completion, the District is expanding CTE course options, including engineering courses.|Met||2025-06-04|2025
07616480000000|Antioch Unified|7|Enrollment in a broad course of study is measured using multiple indicators, including Graduation Rate, Advanced Placement (AP) course enrollment and exam pass rates, the California Seal of Biliteracy, Seal of Civic Engagement, Career Technical Education (CTE) pathway completion, Work-Based Learning participation, and the continued expansion of Pathway programs at alternative high school sites.  To ensure access for unduplicated student groups and students with exceptional needs, the district supports exam and certification fees, provides targeted professional development for educators, and expands instructional practices such as AVID and Project-Based Learning into middle school grades. These strategies foster early exposure and interest in a wide range of academic and career pathways.  Students use the Aeries information system to monitor their A-G and graduation progress and to explore over ten CTE industry sectors, ensuring equitable access to a broad course of study across grade spans and student groups.|All students in Antioch Unified School District had access to a broad course of study in fall 2024, including unduplicated student groups and students with exceptional needs. This includes access to College Preparatory, Advanced Placement (AP), and Career Technical Education (CTE) courses. Graduation rates vary across student groups, with Foster Youth (62.5%) and Homeless students (65.5%) below the district average (81.7%), which was maintained compared to the previous year.  CTE pathway completion reached 23.7%, and 8.9% of students completed both A-G and CTE requirements. AP participation declined from 2022–23, with 553 students taking exams in 2024 and a 43% pass rate, compared to 619 students and a 49% pass rate the prior year. 75 students earned the Seal of Biliteracy, and 202 students earning the Seal of Civic Engagement—up from 126 the previous year. A-G completion remains an area for growth at 19.7%.  Site-level equity was supported through AP exam fee waivers, AVID expansion, and Project-Based Learning (PBL) implementation. Black Diamond Middle School leads with its school-wide PBL model. CTE access remains strong at alternative education sites, including sustained consumer pathway programs at Live Oak and Bidwell High Schools. Teachers engaged in ongoing professional development and piloted Ethnic Studies courses. Dual enrollment and articulated course offerings expanded for high school students through partnerships with Los Medanos College.|AUSD continues to face several barriers in ensuring equitable access to a broad course of study for all students. Recruiting and retaining highly qualified staff for Advanced Placement (AP) and Career Technical Education (CTE) courses remains a challenge, particularly in specialized industry sectors. Limited staffing allocations at the high school level and contractual restrictions on teacher assignments constrain the ability to offer a wider range of electives and advanced coursework.  Many students enter high school with low academic proficiency, as reflected in iReady and CAASPP results, which necessitates placement in intervention courses that reduce access to electives. Chronic absenteeism and truancy further impact student readiness and participation. English Learners who do not reclassify are required to take designated ELD courses, which often replace high-interest electives, limiting access to enrichment. Additionally, incoming students and families often lack awareness of A-G and CTE completion requirements, creating a need for expanded outreach and guidance.  To address these barriers, AUSD is investing in counselor training to deepen understanding of A-G and CTE pathways and will pilot the Aeries Academic Planner with freshmen in 2025–26 to support long-term planning. While progress is being made, these systemic and structural challenges continue to limit full access for all students, particularly those in unduplicated student groups and with exceptional needs.|AUSD tracks access to a broad course of study through master schedule audits, A-G and CTE completion rates, textbook sufficiency, pacing guides, iReady diagnostics, and WASC self-studies. Students at the comprehensive high schools can choose from nine CTE pathways, all offering A-G aligned AP and CTE courses. Middle schools are expanding articulated electives aligned with high school pathways. All 9th-grade students complete a college and career readiness course and graduation plan.  To improve A-G awareness, freshmen will begin piloting the Aeries Academic Planner in 2025–26 to support students and families in tracking progress. Counselors receive ongoing training to deepen their understanding of A-G and CTE completion. To address academic gaps, AUSD expanded multi-tiered systems of support and intervention courses. While necessary, these supports can limit access to electives. To reduce barriers, LCAP funds support smaller class sizes and expanded course offerings.  Dual and articulated enrollment opportunities have grown for high school students through partnerships with Los Medanos College. Summer programs such as the Algebra Academy, CSTEM robotics program, and career camps offer enrichment and acceleration. Teachers continue professional development in Ethnic Studies and prioritized standards. iReady results show 32% of K–8 students on or above grade level in reading and 21% in math. AUSD remains committed to expanding access and equity across all student groups.|Met||2025-06-25|2025
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||2025-06-19|2025
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||2025-06-11|2025
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 utilized the results from the self-study to identify areas of need for both 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.|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. 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.|Met||2025-06-26|2025
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 elective offerings. There are no significant differences across sites. However, there are some differences within and across subgroups due to achievement gaps.|Funding to support the needs of all students is the most significant 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 recommendations for change are in process.|Met||2025-06-18|2025
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, 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 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, career exploration, coding, STEM and executive functioning. Staffing will determine which electives will continued to be offered. d. BUSD continues to analyze subgroup data to better support student academic success.|Met||2025-06-12|2025
07616630130930|Vista Oaks Charter|7|Vista Oaks measures successful implementation of a broad course of study by monitoring various indicators. For students in Kindergarten through eighth grade, enrichment courses are offered to enhance learning. These courses are offered to complement the homeschool education that is being provided by their parent/guardian. Enrichment is offered to elementary students and explores 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 in 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 - students have access to a variety of enrichment classes, including art, thematic units, leadership, and STEM. Vista Oaks also has approximately 350 students in onsite/direct instruction math, 265 in Language Arts, and 200 in Science. Vista Oaks has an extensive list of about 135 vendors in which students are able to use to enhance their education. 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): 44.3% of the Class of 2024 successfully were considered ""prepared"" on the CCI. Approximately 90 students successfully completed college-level courses in the 24-25 school year. A-G Approved Courses: Vista Oaks was able to effectively implement the actions outlined in the 24-25 LCAP. Approximately 30% of the Class of 2024 graduated meeting a-g requirements, which was a 5% point increase from the previous year. Increased Success in College Courses: Approximately 44% of students in the Class of 2024 successfully completed two semesters of dual enrollment college courses. Career Exploration: High School Students had access to Career Technical Education (CTE) pathways, including Robotics and Forensic Science."|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 a school population of approximately 1000 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 2025-2026 LCAP: • Continued implementation and refinement of the Building Blocks Tk-5 and Essential Standards 6-12 • Implementation of additional online vendors to support high school students • 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 while also targeting identified student groups.|Met||2025-05-19|2025
07616710000000|Canyon Elementary|7|LCAP survey, Williams Complaints, Parent and Staff feedback.  85% of respondents indicated that LCAP Goal 1:  All students will have access to and meet or exceed Mathematics, English language arts/literacy and Next Generation Science Standards. (For example- Students have access to curriculum at their grade level e.g. Go Math, FOSS Kits, Amplify Science and ELA, etc.) was implemented or fully implemented|There is no difference in our single school single district in access to or enrollment in a broad course of study. Due to staff turnover and preference we added hard copies to our digital social studies curriculum and have broadened access to log in information. We also purchased brand new foss kits and trained staff as some kits were missing pieces. Based on written feedback from our survey the 15% of respondents who felt it was not fully implemented identified that they were not fully clear on all curriculum in each classroom as an area of improvement.|Communication is our biggest barrier we need to do a better job of communicating what our adopted curriculum is at each grade level and what our expectations for progress are in a multi grade multi classroom setting.|We added hard copy text to our digital social studies curriculum for middle school and purchased new FOSS kits and provided teachers PD for Science.|Met||2025-06-20|2025
07616970000000|John Swett Unified|7|The District used site-based information as reported in Aeries, the student information system, to determine the extent to which all students have access to, and are enrolled in, a broad course of study. Given our unified elementary, middle, and high school structure, this centralized approach provides the most efficient and accurate means of tracking this critical information across all grade levels.|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, designated 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|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, how to use ELPAC assessment scores effectively in the classroom,  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||2025-06-11|2025
07617050000000|Knightsen Elementary|7|Our district uses the Aeries Student Information System to track students' enrollment in classes and ensure they have a broad course of study. Unduplicated students and students with exceptional needs schedules are reviewed to ensure that they are enrolled in the proper classes and receiving proper services throughout the school day.|Both schools in our district offer the same broad course of study. This includes classes that focus on Reading, Writing, Social Studies, Mathematics, Science, Physical Education, and Mathematics. Old River Elementary facilitates our SDC program for students requiring pull out services for the majority of their school day. Both campuses offer advanced math for the 7th and 8th grades. Our district has a new Music elective that will be offered at Knightsen Elementary School.  Students from Old River Elementary wishing to participate in this elective class will ride the 2:05 dismissal bus to Knightsen School, where the class is held. After the end of the day dismissal bell at 3:05, students will ride the bus back to Old River Elementary for end of the day and pick up.|None|The district has designated intervention time in association with the instructional aide, intervention teacher, and ELD support schedules. By targeting our support during intervention times in classrooms, we can better facilitate remediation, support, and extension activities to assist our students in accessing the curriculum.|Met||2025-06-11|2025
07617130000000|Lafayette Elementary|7|The Lafayette School District continues to use locally selected measures to evaluate access to a broad course of study. This includes annual reviews of master schedules, course offerings by grade level, and enrollment data disaggregated by student group. Special attention is given to unduplicated pupils and students with disabilities to ensure equitable access across all schools.|Analysis of 2024–25 data confirms that all students, including unduplicated pupils and students with disabilities, have access to a broad course of study consistent with California Education Code. Course offerings remain robust across all sites, and access patterns are equitable. No differences in access by site or student group were identified.|No barriers to access were identified for any student groups during the 2024–25 school year. All students have full access to core academic programs, enrichment, and elective courses.|No changes to curriculum, scheduling, or inclusion practices are planned at this time. The district will continue to monitor access annually to ensure all student groups remain fully served.|Met||2025-06-11|2025
07617210000000|Liberty Union High|7|LUHSD uses several locally selected tools to track student access to and enrollment in a broad course of study. These include Aeries Analytics, Office 365, and Ellevation, which allow for disaggregation by grade span, unduplicated student groups, and students with exceptional needs. The district also uses SBAC results, UC/CSU A–G completion rates, AP enrollment and pass rates, and College/Career Indicator data from the California Dashboard. These tools help LUHSD monitor course access and participation trends across school sites and student populations, ensuring equity and identifying gaps in access.|Liberty Union High School District (LUHSD) uses tools like Aeries Analytics, Microsoft 365, and Ellevation to monitor access to a broad course of study across student groups and school sites. All students have access to standards-aligned instruction, including AP, CTE, and college prep courses. However, disparities exist. For example, English Learners and Students with Disabilities have lower A–G completion and AP participation rates. Chronic absenteeism and suspension rates are higher among African American students, English Learners, and Foster Youth, which may impact consistent access. Freedom High School, while improving attendance with added support staff, still faces challenges. Despite these gaps, LUHSD has made progress: expulsion rates remain low, attendance has improved slightly, and inclusive programming is expanding. The district continues to refine strategies to ensure equitable access and enrollment for all students.|Based on LUHSD’s analysis of local data and stakeholder feedback, several challenges have been identified that may limit consistent access to a broad course of study for all students. Some students—particularly English Learners, Foster Youth, and Students with Disabilities—experience higher rates of chronic absenteeism and suspensions, which can interrupt their learning opportunities. Additionally, some schools have a higher proportion of teachers who are newer to the profession or teaching outside their credentialed area, which may affect instructional consistency. LUHSD is addressing these areas through expanded support services, targeted professional development, and a continued focus on inclusive practices and equity in staffing.|In response to local data and stakeholder feedback, LUHSD has implemented several actions to ensure all students have access to a broad course of study. The district has increased support staffing, including counselors, assistant principals, and bilingual paraprofessionals, particularly at sites with higher needs. It reinstated additional staff in College/Career Centers and expanded co-teaching models and elective offerings, including World Languages and transition programs for students with autism. LUHSD also prioritized facility upgrades—especially at the Gateway site—to improve learning environments. These efforts aim to reduce barriers and promote equitable access to rigorous, inclusive learning opportunities for all students.|Met||2025-06-18|2025
07617390000000|Martinez Unified|7|"By examining the Martinez USD Board Policies and Ed Code and the insight of counselors, teachers, and administrators, MUSD is proud that we truly offer a broad course of study to all students. This is evident at the secondary level in metrics such as our graduation rate and our A-G completion rate, which are 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 six 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 art,  music, and PE. Further, site administration and teachers are intentional in ensuring that no student misses art, 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 at the middle school. Courses offered between middle school and high school are in alignment. Among the electives at AHS are six 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 student groups 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||2025-06-23|2025
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 collaborate on how to support students who are yet proficient within the classroom. 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||2025-06-03|2025
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, mClass, STAR, A-G course completion, credits earned, grade reports, pathway completions, AP/IB course enrollment, College and Career Indicator, and graduation rates. This data is monitored and analyzed at grade level meetings, department meetings, staff meetings, and during staff development days that occur three 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 offerings and options for 6-8 period days for students at the secondary level. Class and school schedules 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 career pathways, academies, magnet schools, and courses of study. Online curriculum has also been adopted district-wide to offer 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 with the goal of increasing academic achievement, graduation rates, and reclassification rates. In the 25-26 LCAP, MDUSD has added a metric for CCGI to track student access to the California College Guidance Initiative platform and activities.|Met||2025-06-25|2025
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||2025-06-11|2025
07617546118087|Eagle Peak Montessori|7|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||2025-06-17|2025
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. As well, we have fully implemented iReady for middle school ELL.|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||2025-06-25|2025
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 56% of OIS 6th-8th graders are enrolled in accelerated math programs. 43% of students were in a Foreign language class, 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 2024-2025 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 various steering committees 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||2025-06-09|2025
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; 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; and 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 implemented the wide use of the equity walk-through tool in 2024-25; additionally, our five-year funded Community Schools Initiative, every school a Community School, began 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.  Systemwide PD and stakeholder gatherings have been held throughout 2024-25 to advance this Community Schools initiative.|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. 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, with some significant successes. 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 is currently expanding our focus on Full-Service Community Schools district-wide. 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||2025-06-11|2025
07617960000000|West Contra Costa Unified|7|WCCUSD staff meets to review A-G and content area courses offered across the district. The team reflects on the course codes in Powerschool and the UC portal to ensure that all students have a broad course of study. In addition the A-G team meets with all high schools to monitor courses and approve courses.|All students in WCCUSD have access to a broad course of study. There are some differences between the schools, ie Pinole Valley uses International Baccalaureate course codes and syllabi and there are alternative settings for students who need greater supports, but all schools have equitable access to the broad course of study. In the elementary setting, some schools are Dual Language Immersion, so the courses may differ, but all students have access to a broad course of study.|Budgetary issues are leading to cuts across the district that create a barrier to offering all courses we have had. This is leading to restructuring our school offerings to limit the number of positions while still offering the necessary courses.|WCCUSD will continue to review the courses of all schools to ensure the offering of a broad course of study. The decisions around the budget will be made through a collaboration of the needs of ed services and the realities of the budget.|Met||2025-06-25|2025
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 collects 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 College 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 78.6% of all students met UC/CSU Requirements; 79.3% of those students were Hispanic, 71.7% of the students were English Learners and 70.8% were long term English Learners. 77.3% of Socioeconomically disadvantaged students met UC/CSU requirements. 41.2% 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 address 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||2025-06-25|2025
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, paraprofessionals 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 Music and Museum of Children’s Art (MOCHA). • Students 6th through 8th grade may choose Museum of Children’s Art (MOCHA), illustrating or Heath & Nutrition.  The After-School program for 3rd-8th grade students includes: Music Production, Graphic Design, Arts & Crafts, Cooking, Tufting, 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.|In response to our data analysis, Richmond College Prep will implement the AVID (Advancement Via Individual Determination) program in our middle school beginning in the 2026–2027 school year. AVID is a nationally recognized college and career readiness system designed to increase student access to rigorous coursework, critical thinking, and collaborative academic skills. It especially supports students traditionally underrepresented in higher education, including English learners, students from low-income families, and first-generation college students. AVID provides targeted instructional strategies such as focused note-taking, Socratic seminars, and writing-to-learn routines across content areas. We will offer an AVID elective for middle school students and train staff in AVID methodologies schoolwide.  Additionally, beginning in 2025–2026, we will offer a Spanish course for 8th grade students taught at the middle school level. Students who earn an A or B in the course may be eligible to take Spanish 2 or 3 in high school and receive A–G credit. These efforts support our commitment to expanding access to a broad and rigorous course of study for all students.  RCP plans to incorporate year-round music classes for all students next year to provide students with real-world experience.|Met||2025-06-26|2025
07617960126805|Richmond 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 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||2025-06-30|2025
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 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||2025-06-30|2025
07617960132100|Aspire Richmond Ca. College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
07617960132118|Aspire Richmond Technology Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-17|2025
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-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 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 continued focus is on setting our professional learning community norms, practices and systems, in addition to lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes in all subjects. In 2025-2026, with 100% teacher retention and expansion in grade levels, Voices WCC will continue to strenghthen our Professional Learning Community.  By retaining our teachers we are able to build upon their knowledge and increase student outcomes.  We are building stability within the school's program and increasing student achievement by SOARING to EXCELLENCE!					|In 2025-2026, we will be intentional in our - 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. - ELA & ELD: Voices WCC has noticied a dip in ELA student outcomes and thus will shift its focus to strengthen our ELA/ELD/newcomer strategies including Reading Across the Curriculum and a shift in the Science of Reading instruction - Other curriculum: Voices WCC will adapt a new Science curriculum in k-5 and explore a new Social Studies curricula for k-5. - Simplifying assessment: Voices will continue to pare down our assessments to respond to the data 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||2025-06-24|2025
07618040000000|San Ramon Valley Unified|7|To monitor access to a broad course of study, SRVUSD uses tools such as course catalogs, student schedules, and participation data disaggregated by grade span and student group. Counseling teams review student plans to ensure all students—including unduplicated students and those with exceptional needs—have equitable access to required and enriching coursework. Site teams use Schoology and Infinite Campus to analyze enrollment patterns and track progress toward A–G readiness. In recent years, we have revised course prerequisites to increase inclusivity and expand access, helping to break down systemic barriers and support broader student participation.|All students across SRVUSD’s four comprehensive high schools have access to the full A–G course sequence and can graduate A–G ready. While specific course offerings may vary based on student interest, all sites provide a broad course of study across all subject areas. Students also have access to 49 Career Technical Education (CTE) pathways, with strong enrollment districtwide. Approximately 100 students are participating in a district-supported internship program at two high schools, which combines academic learning with real-world, interest-based experiences. At the K–8 level, students engage in elective rotations, including the CHIME program at six elementary schools and STEM-focused wheels for all 6th graders at two middle schools. The Personalized Learning Initiative (PLI) further supports individualized academic planning. SRVUSD continues to review site-level enrollment patterns and collaborate with families to ensure that all students, including those with Individualized Education Programs, have access to a broad and engaging course of study that aligns with their goals and interests.|While SRVUSD has made significant strides in providing access to a broad course of study for all students, there are a few areas that require continued attention. Financial challenges stemming from decreasing enrollment present an ongoing consideration, though the district is exploring innovative funding sources to mitigate this impact. Feedback from educational partners has highlighted that some students are not fully aware of the resources available to them, which can limit their ability to engage with the full range of offerings.|In response to the results of the locally selected measures, SRVUSD will continue to analyze district-wide data and evaluate implementation at each site to ensure all students have equitable access to the opportunities we provide. The district is committed to enhancing communication with educational partners to raise awareness of available opportunities, which will help promote accessibility and equity across all student groups. Additionally, a committee has been formed to assess bell schedules with a focus on increasing flexibility and strengthening intervention strategies. The committee will consider the potential benefits of adopting a standardized bell schedule to improve consistency and access for all students. Furthermore, collaborative efforts are underway to expand access to specialized coursework, such as Sign Language and Auto Shop, which are currently only available at select sites. These initiatives reflect the district’s ongoing commitment to ensuring that all students, regardless of their background or needs, have the opportunity to engage in a broad and rigorous course of study.|Met||2025-06-17|2025
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||2025-06-02|2025
07773540000000|SBE - John Henry High|7|||||Not Met|||2025
07773540132233|John Henry High|7|Student access to a comprehensive curriculum is meticulously monitored through Naviance, internal Student Transcript Evaluation worksheets, and college application data.  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 effort to balance academic rigor with student support, we empower our graduates to meet and exceed UC eligibility requirements, positioning them for success in higher education and beyon|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||2025-06-30|2025
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 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.|1. 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. 2. 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.  3. 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 educational platform.|Met||2025-06-30|2025
08100820830059|Castle Rock|7|Castle Rock has implemented a variety of locally selected measures and tools to ensure student access to a broad and rigorous course of study. One key resource is Edgenuity’s and Bright Thinker's online courses, which provide a flexible, comprehensive curriculum aligned with state standards. These courses offer students opportunities to explore diverse subject areas at their own pace, promoting personalized and self-directed learning.  In addition to online offerings, Castle Rock follows a grade-level curriculum carefully aligned with state standards to guarantee that all students receive a well-rounded education across core academic disciplines. To support students who may be struggling, the school provides both online and on-site intervention programs, delivering targeted academic support and resources tailored to individual needs.  Moreover, Castle Rock regularly reviews student data from these tools to monitor progress, identify gaps, and inform instructional adjustments. This data-driven approach, embedded in the Multitiered Systems of Support (MTSS) framework, helps the school continuously enhance curriculum access, promote equity, and foster an inclusive learning environment that meets the diverse needs of all students.|Using locally selected measures and tools, Castle Rock regularly monitors student access to and enrollment in a broad course of study to ensure equity and inclusivity across all student groups. Through platforms such as Edgenuity’s online courses and a grade-level curriculum aligned with state standards, the school provides diverse learning opportunities in core academic subjects as well as electives, allowing students to engage in a comprehensive educational experience.  Data analysis indicates that the vast majority of students have access to these courses and are actively enrolled in a wide range of subjects. The school’s flexible independent study model, combined with targeted intervention programs, supports personalized pathways that accommodate different learning styles and needs. Currently, there are no significant differences across student groups or school sites in terms of access or enrollment, reflecting Castle Rock’s commitment to providing equitable educational opportunities for all learners.  Over time, Castle Rock has seen steady progress in expanding course offerings and increasing student participation in both core and elective subjects. Continued efforts focus on identifying and addressing any emerging disparities to ensure every student benefits from a robust and well-rounded curriculum. The ongoing use of data-driven tools enables the school to make informed adjustments, promote academic equity, and foster a culture of continuous improvement in course acce|Based on the results of our locally selected measures, several barriers have been identified that limit Castle Rock’s ability to provide access to a broad course of study for all students.  First, technology access and digital literacy remain significant challenges for some families, which can impact students’ ability to fully engage with online courses and digital resources essential to our curriculum. Limited or unreliable internet connectivity and a lack of devices create gaps in access.  Second, varying levels of family engagement and support affect some students’ participation and persistence, particularly among underrepresented and underserved populations. Without consistent family involvement or understanding of program expectations, students may struggle to stay on track.  Third, the independent study model’s flexibility, while a strength, can also present challenges in ensuring students enroll in and complete a sufficiently broad range of courses. Some students may prioritize fewer subjects or face difficulties balancing coursework without traditional classroom structures.  Addressing these barriers is critical to ensuring equitable access to a comprehensive, well-rounded education for every student.|In response to the results of our locally selected measures, Castle Rock Charter School has implemented and will continue to implement several key actions to ensure all students have access to a broad course of study.  To address technology barriers, the LEA has expanded efforts to provide devices and improve internet access for families in need, alongside offering digital literacy workshops to support students and parents in navigating online learning platforms effectively.  Recognizing the importance of family engagement, Castle Rock has strengthened communication channels by increasing outreach through newsletters, regular family engagement seminars, and the addition of a Family Engagement Liaison focused on supporting underrepresented and underserved families.  To enhance course participation within the independent study model, the school has developed more structured academic planning processes with Supervising Teachers to guide students in enrolling in a diverse range of courses aligned with their interests and graduation requirements. This includes regular progress monitoring and targeted interventions for students at risk of limited course completion.|Met||2025-06-30|2025
08618200000000|Del Norte County Unified|7|The District uses surveys/course registration data to track the extent to which all students access to and enroll in a Broad Course of Study. The District offers over ten CTE Career Pathways and holds events and activities throughout the year (at the HS level) to explain and highlight each option. Additionally, the AVID programs at the comprehensive HS and at the Middle School promote a college-going culture for traditionally underrepresented subgroups and provides students and families with information about academic success beyond K-12. Like last year, a district-wide tool in our student data system indicates the percentage of time a student spends outside vs. inside a general education classroom. The Special Education Director, case carriers, and each principal routinely review IEP placements throughout the year and at each IEP meeting to ensure students are placed in the least restrictive environment close to their general education peers. The ELD coordinator and foster youth director review student placements at least twice a year to ensure appropriate course enrollment. High school counselors review placements for all EL, economically disadvantaged, and foster students to ensure they are not being denied access to a broad course of study. Counselors also meet annually with each unduplicated student to confirm appropriate enrollment.|Del Norte Unified School District (DNUSD) has one comprehensive high school, and two alternative high schools. Students at the comprehensive high school have access to a broad course of study, which includes access to courses in more than ten career technical education pathways, as well as a wide range of A-G course offerings. Programs such as World Languages, Performing Arts, and advanced science courses are available to any student who wants to participate in them. However, our two alternative high schools do have fewer offerings, as there are fewer students and staff members. Both of these alternative schools are working with District staff and the CDE to offer more programs and course offerings to their students, especially in areas such as A-G course offerings, and CTE pathways.    DNUSD also has one comprehensive middle school and two schools that offer TK-8 programs. Each of these schools provide middle school aged students with a variety of elective course offerings, in addition to the core academic program; designed to help all students explore their interests in different academic and vocational areas.|The major barriers that prevent students from accessing a broad course of study are: (1) District and site staff (including teachers, counselors, and administrators) need to put a more concerted effort into ensuring that all students at the high school level have a comprehensive awareness of what their academic and vocational course offerings are, and how their choices can impact their future plans; (2) there needs to be better communication between school sites and families of students (to educate parents and family members 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 having dedicated counseling staff 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, counselors will be dedicating significant time and efforts in the area of 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 further develop Career Technical Education Pathways in Education and Health Care fields.|Met||2025-06-30|2025
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. 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. As USA moves forward it is committed to recruiting highly qualified teachers and assistants to improve the student to teacher ratio and to ensure continued access to a broad course of study.|Met||2025-06-03|2025
09100900000000|El Dorado County Office of Education|7|Students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Based on each individual's learning plan, they are enrolled in various course options. These include Odysseyware courses, Character-Based Literacy and Reading with Relevance curriculum, BASE Social Emotional Curriculum, standards-based PE curriculum, and the individual learning plan, which is the tool used to track usage and to ensure all students have access to a broad course of study. The school underwent WASC accreditation in the spring of 2025 and anticipates receiving an initial WASC certification.|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, they 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 a lack of motivation or desire to complete the individual learning plan goals.|The school has implemented dual enrollment opportunities in partnership with South Lake Tahoe Community College. It has purchased music production equipment, offers certifications in career fields, and continues to explore ways to incorporate Career Technical Education into the school program so students are exposed to additional career opportunities while placed in the Juvenile Treatment Facility.|Met||2025-06-17|2025
09100900123521|Charter Home Study Academy|7|Students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and student 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 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||2025-06-18|2025
09100900136036|John Adams Academy - El Dorado Hills|7|John Adams Academy - El Dorado Hills employs locally selected measures and tools to monitor and ensure that all scholars have access to and are enrolled in a broad course of study. These measures track progress across grade spans, unduplicated scholar groups, and scholars with exceptional needs.  - Grade Span Tracking: The academy collects and analyzes course enrollment data across grade levels to ensure that scholars from elementary through high school have equitable access to core academics, arts, and extracurriculars.  - Disaggregated Data: Data is broken down by scholar groups: socio-economically disadvantaged, English learners, foster youth, and scholars with disabilities, to ensure equal representation in courses.  - Comprehensive Tracking: A robust Scholar Information System tracks scholar schedules, course completions, and progress toward graduation.  - Special Populations: The SIS monitors participation of special needs and unduplicated scholars in advanced courses, electives, and enrichment programs.  - IEPs and 504 Plans: IEPs and 504 Plans ensure scholars with needs have support and access to curriculum. Progress is monitored and adjustments made. - LCAP Goals and Metrics: LCAP metrics set goals for broad course access, increased participation in advanced/elective courses, and enhanced support for unique needs. - Performance Indicators: Scholar engagement and performance data helps gauge success in providing a comprehensive education.|John Adams Academy - El Dorado Hills is committed to providing all scholars with access to a broad and inclusive course of study. The academy offers a range of subjects beyond core academics, including arts, music, leadership, and technology, allowing scholars to explore interests and develop a well-rounded skill set. For those seeking academic rigor, Honor courses prepare scholars for college and advanced careers. The academy uses data tracking to monitor course enrollment by ethnicity, socioeconomic status, and special needs to ensure equitable access. Targeted programs support English Learners, scholars with disabilities, and those from low-income backgrounds. Digital tools and platforms expand course access and support remote and supplemental learning. Scholars from disadvantaged backgrounds are provided with the necessary technology to ensure full participation. John Adams Academy collaborates with families and the community to support scholar learning and promote a strong home-school connection. The academy delivers a Classical Education that engages scholars with the greatest works of the Western Tradition, aiming to inspire life-long self-learners. Diverse educational options include Art, Music, Visual and Performing Arts, Latin (7–12), Science, Math, English Language Arts, History, PE, and Foreign Language (7–12). Overall, El Dorado Hills ensures all scholars can access a broad and rich course of study through inclusive curriculum and support systems.|While El Dorado Hills is committed to providing all scholars with access to a broad course of study, several barriers challenge the full realization of this goal. Financial constraints limit the ability to offer a wide range of advanced or specialized courses and essential resources like technology and instructional materials. Staffing shortages also pose a challenge, as recruiting and retaining qualified teachers in areas such as STEM, the arts, and world languages can be difficult in a competitive market. English Learners may face difficulty accessing the full curriculum when courses are not adapted to meet their language development needs. Similarly, scholars with disabilities require accommodations, specialized materials, and trained staff to access the full range of learning opportunities. Physical space and classroom capacity may limit enrollment in popular or advanced courses, resulting in waitlists or restricted access. Scheduling conflicts can prevent scholars from taking both core and elective classes, especially when course offerings are limited. Additionally, some families may be unaware of available courses or may face language and cultural barriers to engagement. Some scholars may also lack awareness of course options or may not be encouraged to pursue challenging or non-traditional subjects. JAA is addressing these challenges through strategic planning, targeted professional development, expanded support services, and increased family and community engagement.|In order to ensure access to a broad course of study, we will continue training and supporting staff in working with scholars who have educational deficits, while using culture-building strategies to engage families in supporting scholar achievement. To guarantee all scholars have access to a broad and inclusive course of study, John Adams Academy – El Dorado Hills has implemented several revisions and new actions. To support advanced learners, the academy has expanded access to honor courses, allowing scholars to pursue higher-level academic work that prepares them for college and careers. Targeted programs now support underserved groups, including English Learners (ELs), scholars with disabilities, and those from low-income backgrounds, through additional academic support, tutoring, and personalized learning plans. Staff training in cultural competence has been enhanced to ensure inclusive and culturally sensitive teaching. The academy uses regular assessments and feedback mechanisms to monitor scholar progress and identify gaps in course access. This data-driven approach supports timely improvements. Surveys and focus groups with scholars, parents, and staff help evaluate the effectiveness of the curriculum and highlight areas for growth. These efforts reflect John Adams Academy’s commitment to providing all scholars with equitable opportunities to succeed in a diverse, inclusive learning environment.|Met||2025-06-26|2025
09100900930123|Mountainside Middle College High|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 NIXL assessments now in place, instructional staff can appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students. There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study. Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following: individual intake meetings with students and families, a review coursework to date, IXL or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking.|Because the school program is a hybrid (non-classroom-based) program where students attend two times per week, the main barrier that can, at times, limit access to the course of study is for students who may exhibit poor attendance during the in-class portion of hybrid learning.|Instructional staff are teaching to the State Standards, and all students are provided with appropriate textbooks and/or approved materials. Staff continues to receive professional development associated with the State Standards 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||2025-06-17|2025
09100900930131|Rite of Passage|7|As students are enrolled at ROPCHS, a very individualized and thorough review of their transcripts and educational journey is conducted. With the student present, a team of educators and secure-care staff determines 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 24-25 school year, CTE opportunities were expanded 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 3/19/25, 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 three students receive Food Handler's and Food Allergens certifications; while seven 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||2025-06-17|2025
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||2025-06-25|2025
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||2025-06-25|2025
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 CA State Standards * Highly qualified, dynamic, CA State Credentialed and Montessori- trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State standards aligned instructional materials * Personalized technology based (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction * Full implementation of RTI model with academic intervention programs * CMP has adopted PBIS Practices * CMP has adopted Second Step to support SEL * Dean of Students to support implementation of RTI, PBIS, curriculum alignment/implementation and accreditations * PE and VAPA 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 limitations and hiring barriers 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||2025-06-16|2025
09618380129965|Rising Sun Montessori|7|Rising Sun Montessori School has a full complement of Montessori materials for all grade levels that we serve.  These materials cover all academic sub-areas specified in California Education Code for grades 1-8.  In addition, many of our TK students demonstrate annually through assessments that they are ready for 1st grade level curriculum in the fall of their Kindergarten year.  These assessments take place at teacher recommendation or parent request.  Our youngest advanced learners have the opportunity to do an enriched kindergarten classroom in which they are exposed to first grade standards.  They are able to skip count, read and write, and identify shapes, animals and answer comprehension questions.  Rising Sun also has academic benchmarks to ensure that all students are being appropriately challenged by administering the STAR reading and math assessments at the beginning of each school year and each subsequent six week period.  Rising Sun offers a full-inclusion program for students with identified learning disabilities through our Director of student services and their staff of specialized academic instructors and aides.  These services are provided through a push in model whenever possible.  In addition, a full complement of services are provided through contracted providers, including but not limited to a school psychologist, occupational therapist, speech and language pathologist, school nurse, ERMHS, etc.|"All students in TK-8th grade have access to enrichment that goes above and beyond the classroom environment.  This is through clubs, electives, expanded learning opportunity programs, and athletics.  The classroom environment covers all subject matter through a ""hands on learning"" experience which is materials based and moves from the concrete to the abstract as students advance in their grade levels and their knowledge/experience."|Rising Sun is fully staffed, and has a full complement of materials and programs to provide all students with a broad course of study that extends beyond what the state requires.|There are no planned revisions to the curriculum at this time to ensure a broad course of study for all students.|Met||2025-06-18|2025
09618380136200|Clarksville Charter|7|School tracks all course access via the Master Agreement for TK-12 students. All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system. Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and electives. The school has highlighted CTE course requirements during the development of the IGP. The IGPs are reviewed annually by the student’s teacher and counselor with the student/parent. Students also receive instructional funds allowing them to select course curriculum and to pursue enrichment opportunities in a field of study. Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board. The following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master agreement, IGPs, master schedule, student course schedule (semester), progress reports (grades 9th-12th), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition. The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups.|We do not have barriers in providing students access to a broad course of study. All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science. We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students. However, other evidence from interviews, observations, and documents suggest that the monitoring of IGP progress needs to be enhanced. Staff has developed a number of checklists or guides to support families and teachers toward shared clarity regarding all grade-level standards and state requirements (i.e., “I Can” statements, course outlines, course descriptions, at-a-glance documents, scope and sequence documents, pacing guides and high school graduation requirements).|Met||2025-06-05|2025
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||2025-06-25|2025
09618380139006|Cottonwood|7|TCS uses a variety of locally selected tools to monitor and ensure that all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study. These tools include Master Agreements, Assignment Work Records, Individualized Education Plans (IEPs), and documentation identifying English Language Learners.  In alignment with California Education Code 51220(a)-(i), which outlines required areas of study for grades 7–12, TCS ensures students in these grades have access to courses in English, mathematics, science, social sciences, physical education, visual and performing arts, foreign language, applied arts, and career technical education. As a TK–12 school, TCS applies these standards across the appropriate grade spans.  Additional measures used to track student enrollment include Independent Study Agreements, the school’s course catalog, report cards, transcripts, and Individual Graduation Plans (IGPs). These tools allow TCS to verify that all students, regardless of subgroup status, are equitably enrolled in a broad and balanced curriculum.|At TCS, all students from TK through 12th grade have access to a broad course of study that includes English, math, science, social sciences, physical education, visual and performing arts, and career technical education. Targeted programs such as our TK Explorers,  BOOST! (K–6) and RISE (grades 7–8) and CVHS (9-12) provide direct instruction in core subject areas, including math and science, to support student learning.  Students who need additional academic support receive differentiated instruction through supplemental online resources, targeted interventions, and integrated English Language Development. Special Education services and individualized education plans ensure that students with exceptional needs also have full access to the curriculum.  There are no significant differences in access or enrollment among student groups. TCS continuously monitors enrollment and participation data to ensure equity and to identify and address any future gaps in access to a broad course of study.|At this time, no significant barriers have been identified that prevent students from accessing appropriate courses, instructional materials, or curriculum. The school continuously monitors student enrollment and participation to ensure equity across all student groups. Additionally, TCS proactively identifies and addresses potential barriers, such as gaps in instructional support, resource access, or student engagement, before they impact student learning.|In response to the results of locally selected measures, The Cottonwood School has implemented several actions to ensure all students have access to a broad course of study. During the 2024–25 school year, professional development and targeted support were provided to our Homeschool Teachers (HSTs) to strengthen instructional delivery. Intervention teachers, special education staff, and support personnel were assigned to meet the diverse needs of students, including those with disabilities and English learners.  To further support access, Cottonwood introduced a supplementary curriculum aligned with Common Core standards designed to assist struggling students and bridge the gap between emergent and grade-level readers. English Language Development resources and training were also expanded to serve English Learners better.  Additionally, a Social Emotional Learning (SEL) curriculum was made available to all students, and staff received training to ensure consistent implementation. These combined efforts support equitable access to a comprehensive and inclusive course of study for all learners.|Met||2025-06-10|2025
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 400 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 or art teacher in the middle school; therefore, full courses of foreign language or art are 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||2025-06-19|2025
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 400 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 or art teacher in the middle school; therefore, full courses of foreign language or art are 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||2025-06-19|2025
09618530000000|El Dorado Union High|7|The El Dorado Union High District adheres to a graduation requirement of 240 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 21 Career Technical Education (CTE) pathways, 48 different CTE courses, and 20 Advanced Placement courses. Through the development of four-year high school plans, students strategically map out their course of study, enabling them to pursue their post-secondary transition plans effectively.|The district ensures that every student has access to and is enrolled in a comprehensive range of courses that align with the district's graduation requirements. As a testament to the district's commitment to student success, it maintains an impressive four-year cohort graduation rate of 96%. It is important to note that a small number of students with disabilities, as determined by their Individual Education Plans under the Free Appropriate Public Education (FAPE) guidelines, may receive a certificate of completion instead of a traditional diploma. This ensures that students' unique needs are considered, allowing them to achieve their educational goals in a manner tailored to their specific circumstances.|While our cohort graduation rate remains high, our graduation rate within subgroups shows 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||2025-06-12|2025
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 ALL students completing A-G requirements and/or a CTE pathway, as well as at least two dual enrollment courses. 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 dual enrollment college classes. 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 presentations, in which we provide grade level lessons on topics ranging from graduation requirements to college exploration to ROP opportunities in our district. We will also start offering two new CTE courses through independent study on Apex 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||2025-06-12|2025
09618790000000|Gold Oak Union Elementary|7|The Gold Oak Union School District, serving approximately 280 TK–5 students and 120 students in grades 6–8, ensures that all students have access to, and are enrolled in, a broad course of study as outlined in the California Education Code. Each school annually develops a master schedule that reflects the required instructional minutes and subject areas across grade levels. These schedules are entered and monitored through our student information system (SIS), which allows us to track course offerings and student enrollment by grade span, unduplicated student groups, and students with exceptional needs. Administrator walkthroughs, classroom observations, and lesson plan reviews provide supplemental evidence that students are receiving instruction in all core and enrichment subject areas. The SIS enables disaggregation of data by student group to ensure equity and full access to a broad course of study for all students, including English learners, foster youth, low-income students, and students with disabilities.|In the Gold Oak Union School District (GOUSD), all students have access to and are enrolled in a broad course of study as defined by the California Education Code. This includes core academic subjects as well as instruction in visual and performing arts and physical education. Students with disabilities receive services through a combination of push-in and pull-out models, based on their Individualized Education Plans (IEPs). Pull-out services are carefully scheduled so students do not miss instruction in the arts, physical education, or core academic subjects with their general education peers. Unduplicated student groups, including English Learners, Foster Youth, and Homeless students, are fully included in the general education program unless otherwise specified by an IEP. At the middle school, students have access to a broad course of study, and all students—including those with IEPs—are given equal opportunity to participate in elective courses. Beginning in the 2025–26 school year, the middle school will expand its elective offerings, further supporting access to a broad course of study. Additionally, all students in grades TK–8 will have access to a visual arts curriculum. GOUSD continues to ensure equitable access for all students and remains committed to providing an inclusive and comprehensive educational experience.|All students in the Gold Oak Union School District have access to a broad course of study, including core academic subjects and enrichment opportunities. However, as a small district, we face certain limitations in staffing and resources that can impact the breadth of course offerings. For example, we are currently unable to offer a full foreign language program at the middle school level due to the lack of a credentialed foreign language teacher. While we provide all students with equal access to the enrichment opportunities that are available, such as music, STEAM, and physical education, our ability to expand these offerings is constrained by staffing capacity and funding. These barriers are not related to student access or equity but rather to the structural limitations common in small rural districts. We continue to seek creative solutions and partnerships to broaden our course offerings and ensure all students receive a well-rounded education.|In response to identified barriers and results from local measures, Gold Oak Union School District is taking proactive steps to ensure all students have access to a broad and enriching course of study. While students currently have equal access to the programs we offer, we recognize opportunities to expand and enhance learning experiences across grade levels. To address this, we are exploring creative staffing solutions, collaborative partnerships, and strategic resource allocation to increase access to a wider range of academic and enrichment opportunities. Professional development efforts are also being aligned to support innovative teaching practices that integrate enrichment into core instruction. The district is actively pursuing additional funding sources and strengthening community connections to support a more comprehensive educational experience. These actions reflect our commitment to equity, engagement, and excellence for all students.|Met||2025-06-12|2025
09618870000000|Gold Trail Union Elementary|7|All students have access to an inclusive education across TK-8th grade. Only 2% 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. We use student choice to fill our elective classes, and classes for electives may change based on student choice. 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. Electives this year included textile arts which replace theatre arts based on student choice for the 2024-25 school year. Next school year we will remove the non-band elective and all 6th graders will take bands.|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. We are using Prop 28 funding to support needs in arts education. We will investigate AI options for world languages for implementation in 2026-27.|Using our student data system, Aeries, we are able to track classes students are enrolled in. Unlike other LEA's, we offer 25-30 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.|Met||2025-06-10|2025
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||2025-06-12|2025
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.  Evidence-based, culturally, and linguistically appropriate reading difficulty screeners will be introduced in the 2025-26 school year to assess students for risk of reading difficulties, including possible neurological disorders such as dyslexia.  This will assist in providing targeted support and bringing struggling students to grade level, and facilitate access to more comprehensive subject matter instruction.  The screeners may also replace local assessments currently utilized by the District to avoid redundancy in assessing students.|All students have access to a broad course of study.  Chronic absenteeism hinders their advancing through grade levels due to a greater risk of their being held back, repeating classes, and being placed in intervention courses, consequently limiting their access to higher level and elective courses.|Kindergarten absenteeism rates showed the greatest increase of 27.8 percentage points from 13.7% in 18-19 (pre-COVID) to 41.5% in 22-23 (post-COVID) while grades 9-12 had the highest chronic absenteeism rates of all grades at 28.0% in 18-19 & 44.0% in 22-23. Except for grades 7 and 8, chronic absenteeism rates dropped by at least 2.0 percentage for all grades from 22-23 to 23-24. TK/K had the greatest drop of 12.6 percentage points from 41.5% in 22-23 to 28.9% in 23-24y. Grades 9-12 continued to have the highest chronic absenteeism rate in 23-24 at 42.0% yet dropping 2.0 percentage points from 22-23. Student groups with the highest chronic absenteeism rates in 23-24 were Foster youth at 70.6%, homeless students 53.9%, students with disabilities 38.9%, & socioeconomically disadvantaged students 38.0%. Students districtwide had a chronic absenteeism rate of 32.7%. Chronically absent students are less likely to read proficiently by 3rd grade, have lower achievement in middle school, & are less likely to graduate high school. Additionally, absenteeism is associated with lower levels of educational engagement, social-emotional development, & executive functioning. Chronically absent students are at greater risk of being held back, repeating classes, & placement in intervention courses consequently limiting their access to higher level & elective courses. Students cannot access programs & supports when consistently missing school, reducing the likelihood of improving 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 lack of 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 continue to convey to families 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 – providing supports and resources as needed, and research high-engagement and enriching instructional materials for upcoming curriculum adoptions.  The District will continue to address barriers to attendance and expand student and family engagement through - but not limited to - Elementary (and Secondary) Counselors, campus Wellness Centers, Social-Emotional Intervention Teachers, a Wellness Coach/Student Advocate Specialist, Homeless/Foster Youth student support staff, and ongoing implementation of SEL practices districtwide.|Met||2025-06-26|2025
09619110000000|Latrobe|7|The Latrobe School District ensures student access to a comprehensive course of study by regularly reviewing AERIES enrollment data, monitoring compliance with the Williams Act, and analyzing feedback from stakeholder surveys.|The Latrobe School District is committed to providing all students with access to a well-rounded and diverse course of study. In addition to the core academic subjects required by the Education Code, our schools offer a variety of enriching elective options, such as foreign language, sign language, drama, and culinary arts. For students in grades TK–3, leveled reading classes are designed to provide targeted enrichment and intervention based on individual needs. All students in grades TK–5 also participate in music instruction, ensuring early exposure to the arts. Additionally, TK–3 students have the opportunity to take a garden elective, which introduces them to concepts in ecosystems, plant biology, soil science, and environmental stewardship. To further support academic advancement, high-achieving 8th-grade students have the option to take Algebra I in place of the standard Course 3 curriculum. This advanced course is delivered online and facilitated by our middle school math teacher, providing a rigorous and flexible learning experience.|The district recently adopted a new science curriculum, and our teachers have been actively working to deepen their understanding and strengthen their instructional practices. By leveraging online resources and incorporating hands-on materials, staff have been building proficiency in effectively implementing the program. This professional development will remain an ongoing focus to ensure that teachers can fully utilize the curriculum’s potential. At the same time, the district continues to face challenges in recruiting educators for art, music, and other enrichment programs. These difficulties are likely due to the part-time nature of these positions and the small size of our schools, which can limit the applicant pool. Addressing these staffing needs remains a priority as we strive to maintain and expand enrichment opportunities for our students.|To ensure access to a broad course of study for all students, the LEA will implement several key initiatives and revisions. One major step will be the piloting and adoption of a new math curriculum designed to better meet the diverse learning needs of students and align with updated state standards. This adoption will be supported with ongoing training and professional development for teachers across curricular areas to ensure high-quality instruction and successful implementation. Additionally, the LEA will be committed to expanding enrichment opportunities. We will reintroduce the Fine Arts Mini Experience Program, giving students hands-on exposure to various fine arts disciplines. We will also add a new drama elective at the middle school level to provide students with additional opportunities to engage in the performing arts. To supplement in-school learning, we will utilize Expanded Learning Opportunities Program (ELOP) funds to offer a wide variety of after-school classes. These will include engaging and academically enriching options such as robotics, forensic science, and other STEAM-focused subjects. These efforts will collectively support a well-rounded, inclusive educational experience that ensures all students have access to a broad and enriching course of study.|Met||2025-06-17|2025
09619290000000|Mother Lode Union Elementary|7|Mother Lode Union School District uses a combination of master schedules, course catalogs, teacher assignment reports, and student enrollment data to monitor access to a broad course of study. These tools are reviewed by grade span and disaggregated by unduplicated student groups and students with exceptional needs to ensure equitable access to core subjects, enrichment opportunities, and specialized services. Site-level program reviews and annual LCAP input also inform adjustments to course offerings and student placement.|Analysis of master schedules and enrollment data shows that all students in Mother Lode Union School District have access to a broad course of study that includes ELA, math, science, social studies, physical education, and enrichment opportunities such as music and art. Students with exceptional needs are included in general education settings to the greatest extent possible, with appropriate supports and services.  While access is consistent across school sites at the core subject level, some variation exists in enrichment offerings due to staffing and scheduling constraints. For example, music is currently offered at two of the three schools, with efforts underway to expand programs equitably. Unduplicated student groups have comparable access to core instruction; however, continued monitoring ensures that these students are not disproportionately scheduled into intervention at the expense of enrichment.  Over the past two years, the district has made progress in increasing access to hands-on science instruction and project-based learning across grade spans, with ongoing investments in professional development and curriculum resources.|The primary barriers to providing consistent access to a broad course of study for all students include staffing shortages, particularly in specialized areas such as music and art, and limited funding to support enrichment programs across all sites. Scheduling constraints, especially at smaller school sites, also impact the ability to offer a full range of elective and intervention options without overlap. Additionally, ensuring that intervention supports do not limit access to enrichment remains an ongoing challenge, particularly for unduplicated students and students with exceptional needs.|n response to identified barriers, the district is working to expand staffing in specialized subjects by prioritizing hiring in music and the visual and performing arts. Master schedules are being revised to reduce conflicts between intervention and enrichment programs, ensuring students—especially those in unduplicated and special populations—have access to both. Additionally, the district is exploring flexible staffing models, shared services across sites, and expanded professional development to increase capacity for hands-on, project-based learning in core and enrichment subjects. These actions are embedded in ongoing LCAP planning and site-level instructional goals.|Met||2025-06-12|2025
09619450000000|Pioneer Union|7|Pioneer Union School District provides a broad course of study to students, as measured by AERIES class enrollment data, Williams Act compliance data, CDE's Data Quest system, and parent/staff/student surveys.|In addition to core academic classes prescribed by the education code, our schools also offer a variety of electives designed to provide enrichment and intervention as needed.  All students in grades preschool - 5 have music classes at least twice weekly.  In grades 6-8 students may choose to enroll in instrumental band courses. Other electives are available at the middle school.|Given that our school district is small, single subject credentialing requirements make middle school elective offerings a challenge.  This challenge limits our ability to offer a more robust elective program.|The PUSD is proud of the programs and opportunities that we are able to offer our students in the small and rural setting of the District.|Met||2025-06-18|2025
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||2025-06-15|2025
09619600000000|Pollock Pines Elementary|7|Enrollment data from CALPADS and local site data systems ensure tracking of course and program participation by grade level and subgroup. Annual textbook inventories are completed to ensure all students have access to content materials.  Results of academic assessments allows the district to assess need for supplemental resources and online learning supports. Feedback from the district's educational partners help guide enrichment and extra-curricular supports.|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/body at the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the Dashboard.|Declining enrollment, limited funding, the district's rural location and  the ability to find qualified staff to provide instruction in specialized college and career areas, limits the ability to provide some courses.  Foreign language and career technical education pathways are currently not offered in the district.|The district regularly reflects on data and the input of its educational partners to develop and provide programming that fits the needs and desires of students. As an example, the district is committed to providing art to all students. Not only does it have a robust music program form grades 4-8, but also in using Prop 28 funding the district now has an art program where students receive regular visual arts instruction throughout the year.|Met||2025-06-11|2025
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 and 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||2025-06-17|2025
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 constraint, space and credentialing are barriers the District has identified for providing a broad course of study for all students.|The district will purchase social studies materials according to grade level enrollment. Both credentialed teachers  will continue to attend an extensive math collaborative to learn about the new math frameworks and how it applies to all grades.|Met||2025-06-11|2025
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. However, we have hired a music teacher at our junior/senior high school to develop a band program and also support music development at our elementary sites.|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. We are expanding our FFA program and our Woods program. 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|Met||2025-06-18|2025
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||2025-06-18|2025
10101080000000|Fresno County Office of Education|7|The LEA uses student information system (SIS) data to analyze enrollment patterns 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. This analysis spans grade levels and includes core academic subjects (English, mathematics, science, social sciences), physical education, visual and performing arts, world languages, applied arts, and Career Technical Education (CTE). Locally selected measures include enrollment data disaggregated by student group, course completion records, and access to A-G coursework, dual enrollment, and online learning platforms. Students participate in orientation and individualized credit analysis upon enrollment to align course placement with academic and career goals. The LEA ensures equitable access to CTE programs such as Welding and Environmental Horticulture Science. All eligible students, including low-income, foster youth, and English Learners, earn CTE credits, with 41% of students in welding pathways attaining industry-recognized certification. Additionally, all students are issued one-to-one laptops, supporting access to digital curricula and online courses, thereby broadening learning opportunities and promoting digital literacy.|Students have access to a broad course of study aligned with CA content standards. The LEA uses student information system data, enrollment records, and disaggregated participation metrics to monitor access across sites and student groups, including English Learners, foster youth, low-income students, and students with exceptional needs. Alice M. Worsley School, located at the Juvenile Justice Campus, enrolls 100–120 students and provides in-person Career Technical Education (CTE) and Regional Occupational Program (ROP) courses, including Welding and Environmental Horticulture Science. These programs offer industry-recognized certifications and strong college and career readiness opportunities. Violet Heintz Education Academy (VHEA) serves 50–60 seat-based students and 25–30 Independent Study students. CTE courses at VHEA are delivered online to address staffing limitations and maintain access to critical coursework. Online platforms also support students needing credit recovery or access to courses like Foreign Language when credentialed teachers are not available. The LEA partners with the State Center Community College District to provide dual enrollment and supports post-graduation college enrollment. Professional learning through the FCSS Curriculum and Instruction Department focuses on Universal Design for Learning, Multi-Tiered Systems of Support, and inclusive instruction. Data-informed practices ensure students receive targeted academic and behavioral support.|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 remains committed to ensuring all students have access to a comprehensive course of study that includes Career Technical Education (CTE) and Regional Occupational Program (ROP) opportunities. These programs support the attainment of industry-recognized certifications, development of essential employability skills such as resume building and interview readiness, and exposure to career awareness and planning. To further enhance these offerings, the LEA will evaluate opportunities to expand CTE access at both the Alice M. Worsley School and Violet Heintz Education Academy (VHEA). Additionally, the LEA will increase contracted support with the Fresno County Superintendent of Schools (FCSS) to strengthen the delivery of high-quality, standards- aligned instruction. This expanded support will foster greater collaboration among educators and provide targeted assistance to teachers, with an emphasis on meeting the diverse strengths and needs of all students to ensure equitable access to a broad and rigorous educational experience.|Met||2025-06-17|2025
10101080109991|Crescent View West Public Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language, Driver’s Ed., and Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts, and in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-29|2025
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 offers a broad and accessible K-12 course of study for all students, including those in general and special education. Each grade level includes a credentialed teacher and classroom aide, with additional support from a credentialed special education teacher, support staff, and a school counselor. Blended-grade classrooms allow for differentiated instruction, enrichment for advanced learners, and extra support for struggling students. All core subjects recommended for K-8 are provided, and the counselor integrates college and career readiness content yearly. The special education teacher regularly supports both general and special education classes. Articulation meetings occur across grade levels to identify student needs and guide intervention strategies. In upper grades, the counselor meets with students at least twice a year to review academic progress, which informs the annual master schedule. Students have access to both general and college-preparatory tracks. While HLCS cannot offer AP courses, applied arts, or a full CTE program due to funding and staffing limitations, credentialed teachers provide supplemental AP materials, tutoring, and test proctoring. Many students have successfully completed AP exams. All high school students participate in an individualized Career Training Program led by the school counselor. Despite resource limitations, HLCS ensures a supportive, inclusive, and well-rounded educational experience for every student.|The greatest challenges of offering variety in a broad course of study at HLCS are budgeting and funding constraints, limited facilities and access to proper equipment, a remote geographical location, and limited trained educators in certain fields.|HLCS has 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 online 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||2025-06-23|2025
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. All high school students are offered the opportunity to concurrently enroll in college courses through our partnership with Fresno City College. All 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. We are also excited to offer dual enrollment and enrichment through Fresno City College and Lemoore College.  Adult High School has also added in-person live instruction opportunities for a select few classes and ELD in-person classes and supports.  We are also focused on building CTE Pathways for our high school students.  Beginning in 25-26, multiple high school teachers will hold both single subject and CTE credentials.|Met||2025-06-18|2025
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, 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 including increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, the use of a social-emotional learning program, academic interventions, and a positive school climate to boost school pride and students’ sense of purpose.|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL students focusing on the significant subgroups of Hispanic, African American, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. The approach to PBIS has been found to decrease suspension rates, prevent violence, 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||2025-06-11|2025
10101080136291|Career Technical Education Charter|7|CTEC continues to utilize a comprehensive master schedule review process to ensure all students—including unduplicated student groups and individuals with exceptional needs—have equitable access to and are enrolled in a broad course of study across grade levels. The LEA works closely with industry partners and Fresno City College to align course offerings with required industry standards and future employment skills, ensuring students are prepared for both postsecondary education and the workforce. Each student receives personalized academic guidance, including credit analysis and course planning support, to ensure enrollment in core academics, CTE pathway courses, dual enrollment, and electives. Students with exceptional needs are supported through collaborative planning with special education staff, ensuring they receive necessary accommodations and full access to the course of study. All students are provided one-to-one technology to support learning in both in-person and virtual formats. Beyond the academic year, CTEC continues to offer dual enrollment courses during the summer, both on campus and online, in partnership with Fresno City College, further expanding access to rigorous, career-aligned coursework.|As a single-school LEA, CTEC ensures all students (regardless of background or student group) have full access to and are enrolled in a broad course of study that includes English, Social Science, Foreign Language, Physical Education, Science, Mathematics, and robust Career Technical Education (CTE) offerings. The course of study is supported by intentional scheduling, credit analysis, and individualized counseling, which guarantees that all students, including unduplicated student groups and students with exceptional needs, are equitably enrolled in grade-level appropriate coursework. CTEC’s CTE pathways are uniquely designed to offer industry-aligned instruction that leads to recognized certifications and real-world skill development, ensuring students graduate with a competitive edge in both college and career readiness. Students also have access to 60 units of college coursework through CTEC’s continued partnership with the State Center Community College District, particularly Fresno City College, with the opportunity to earn an Associate of Science degree prior to high school graduation. To further support equitable access, locally selected tools such as regular collaboration with industry advisors, dual enrollment planning, and academic progress monitoring are used to adjust course offerings and ensure all pathways remain aligned with employment trends and postsecondary expectations. There are no significant disparities in access or enrollment among student groups.|While CTEC continues to strengthen its broad course of study and expand opportunities for students to gain industry- relevant skills through coursework and community classroom placements, a key barrier remains the limited availability of internship and work-based learning placements to support the growing student population. As enrollment increases, ensuring that every student has access to a meaningful, hands-on industry experience aligned with their pathway has become increasingly complex. Additionally, CTEC is navigating challenges related to matching students with placements that align with their specific interests, skill levels, and transportation availability, especially for underrepresented students or those with unique needs. The LEA is actively working with local industry partners, Fresno City College, and community organizations to broaden the network of available sites and ensure equitable access to these vital components of a comprehensive course of study.|In response to the locally selected measures, CTEC is implementing several key actions to ensure all students have equitable access to a broad course of study. As outlined in the LCAP, the LEA will continue to expand partnerships with industry leaders, with a specific focus on increasing internship and community classroom placements in high- demand sectors such as construction trades, advanced manufacturing, and emerging technologies. CTE courses are being refined in collaboration with industry advisors and Fresno City College to ensure alignment with current workforce expectations and future employment opportunities. The LEA continues to evaluate and revise its Dual Enrollment offerings each semester, ensuring that courses not only support progress toward an Associate’s degree but also reflect state standards and student interest across grade levels and student groups, including English learners and students with exceptional needs.  To address barriers related to placement and course alignment, CTEC will also be implementing a tracking and advisory system to better align student goals, academic progress, and pathway opportunities. These revisions are aimed at closing access gaps and ensuring all students benefit from a rigorous, inclusive, and future-focused course of study.|Met||2025-06-16|2025
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 fifth 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. We are also introducing a FLES (Foreign Language in Elementary School) strand in our program in which all core instruction will take place in English and Spanish will be taught as a foreign language period.|Met||2025-06-27|2025
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, 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, 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, computer science, and physical education.|Met||2025-06-26|2025
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, as per our LCAP. 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 made available for all students.|The Alvina Elementary Charter School District, based 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). This is identified within the yearly SARC. Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, character development, digital citizenship and sexual health education (seventh grade only).|The 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.|The Alvina Elementary School District, as part of the district LCAP, continues offering students additional academic supports and extended learning 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 continuing summer school program and Saturday camps has shown great results in supporting student growth and providing new opportunities.|Met||2025-06-26|2025
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, as per our LCAP. 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 made available for all students.|The Alvina Elementary Charter School District, based 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). This is identified within the yearly SARC. Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, character development, digital citizenship and sexual health education (seventh grade only).|The 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.|The Alvina Elementary School District, as part of the district LCAP, continues offering students additional academic supports and extended learning 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 continuing summer school program and Saturday camps has shown great results in supporting student growth and providing new opportunities.|Met||2025-06-26|2025
10620260000000|Big Creek Elementary|7|||||Not Met|||2025
10620420000000|Burrel Union Elementary|7|Our district is a single small and rural school with grades TK-8th. Each grade is taught by singletons due to the size of our classrooms, average of 12 students. All students including those with exceptional needs and all English Learners are mainstreamed and have access to a broad course of study. Locally selected measures and tools consist of local and state tests, surveys and classroom observations conducted by Administration.|Since our school is a single, small rural school, we do not have any identified differences across school sites. All student groups are enrolled and have access to a broad course of study. Although most teaching staff is not single subject in specialized enrichment subjects, our multi-subject teachers are provided with core standard curriculum and digital learning resources for art, music, college and career and language courses for all students.|Barriers exist due to our staffing, size and declining enrollment, however, our teachers continue to provide a Broad Course of Study for all students through any means necessary.|Our LEA will continue to pursue creative ways to ensure access to a broad course of study for all students. Digital access will continue to remain in place as well as providing professional learning to all multi-subject teachers. The LEA will also bring learning opportunites and access to extra-curricular excursions and events to all students.|Met||2025-06-27|2025
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. In 2024-2025 100% 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. In 2024-2025 98% 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||2025-06-10|2025
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 various College and Career Readiness programs 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||2025-06-11|2025
10621170118018|Clovis Online Charter|7|Clovis Online Charter 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 Kindergarten-12 campuses, the Q Web system is used to construct student schedules, ensuring comprehensive course access. School counselors and ImpactTeam members collaborate closely with students to foster awareness and facilitate enrollment in a diverse curriculum. Impact 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 six-12, offering students opportunities to engage in activities and lessons aligned with career and college pathways.|To address there being differences, see our list of intervention opportunities. Clovis Online Charter 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, establish protocols and identify any differences across school sites and student groups with access to, and enrollment in, a broad course of study. Placement concerns are addressed and corrected annually. Clovis Online Charter 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 Charter School is improving on their 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||2025-06-11|2025
10621250000000|Coalinga-Huron Unified|7|CHUSD uses a combination of school site master schedules (TK-12), self-contained classroom content instruction schedules (TK-5 and special needs classes), enrollment in elective courses (7-12), as well as, enrollment in Advanced Placement (AP) and Dual Enrollment courses (9-12) to track the extent which students have access to and are enrolled in a broad course of study.|According to our locally selected measures, 100% of students have access to a broad course of study. This has been the true for the past 4 years of data collection in this priority. For the 2023/24 school year, our locally selected measures reported 93% of students in grade 7-12 are enrolled in electives, this is an increase of 25% from the previous year.  As we noticed our Advanced Placement (AP) participation rates dropping slightly each year and realized that our dual enrollment course offerings have expanded greatly over the past two years, CHUSD decided to include tracking participation in dual enrollment courses beginning the 2023/24 data year, reported this year in our LCAP metrics, to help assess access and enrollment in broad course of study. These measures report a 10.37% participation in AP courses, a drop of 1.63% , and a 26.9% participation rate in dual enrollment courses for our 9-12 grade students. Since this is the first year tracking dual enrollment participation, we cannot show a difference in percentage.|Given our results, CHUSD has not identified barriers in providing access to a broad course of study. However, we have identified a potential need to expand our education, information regarding Advanced Placement courses to families and students in grades 9-12, and revisit the instruction being provided within those courses, to encourage greater participation.|CHUSD will continue to ensure access to a broad course of study through school site master schedule analysis, content instruction schedule for self contained classes and enrollment numbers for elective, AP, and dual enrollment courses prior to each school year starting so we can correct and adjust any discrepancies or barriers immediately.|Met||2025-06-24|2025
10621580000000|Fowler Unified|7|Under the Goal #1 In the 2024-25 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||2025-06-11|2025
10621660000000|Fresno Unified|7|Fresno Unified School District (FUSD) places a high priority on ensuring equity and access to a diverse range of courses for all students. To achieve this goal, FUSD conducts annual reviews of course offerings, class schedules, and school schedules. In the most recent academic year, FUSD provided all students with full access to a broad course of study as defined by California Education Code 51210 and 51220. At the elementary level, K-6 teachers hold credentials to teach multiple subjects, and FUSD monitors elementary access through grades reported on progress reports and quarterly report cards. In secondary education, FUSD uses the Master Schedule tool and reports in Atlas (SIS) to track access to and enrollment in courses. The data obtained through Atlas allows FUSD to disaggregate information on unduplicated students and students with exceptional needs across grade levels, with the course curriculum serving as a measure of the course of study provided. Through Atlas and CALPADS, FUSD tracks and determines which students have completed a broad course of study, including a-g subject completion, advanced course enrollment (Honors, AP, IB, Dual Enrollment) and career pathway completers all of which serve as indicators of college/career readiness. Since FUSD's graduation requirements reflect a broad course of study that aligns with most A-G requirements, graduation rates as well as A-G completion rates are used as additional measures of success.|FUSD’s Departments of Curriculum and Instruction and College and Career Readiness collaborate to develop secondary initial core course placement guidelines, ensuring that students are placed in a broad course of study based on multiple academic measures. The districtwide matrix employs centralized criteria of grades and assessments to guide the initial placement of students in appropriate courses. Although the specific course and/or course sequence may differ from program to program, all students have access to a standard course of study. Alternative education students have access to a broad course of study, but the courses they are enrolled in at any given time 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 the A-G subject requirements, ensuring minimum UC/CSU eligibility. English Learner students have opportunities to advance through ELD courses that are paired with core courses like their non-EL peers. Students receiving special education services can enroll in general education courses, providing them with access to|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, students enrolled in Alternative Education’s credit recovery plan/need and students receiving Special Education’s 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 the diploma pathway for students eligible to take the California Alternate Assessment the FUSD Special Education Department has adjusted course titles and sequencing for students. While all students in alternative education 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 students with exceptional needs’ 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 third year of a Dual Enrollment pilot with HBCU Benedict College in which the target population is African American students and is looking to expand beyond the three additional pilot high schools. 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||2025-06-18|2025
10621660106740|Aspen Valley Prep Academy|7|Aspen Valley Preparatory Academy uses several locally selected measures and tools to track broad course of study access for all students. Primary Tracking Tools AVPA’s primary tracking tools include Master Schedule Analysis to monitor 100% student participation in enrichment programs, Textbook Inventory and Classroom Observations to ensure 100% student access to standards-aligned materials across all subjects, and the Priority 2 Self Reflection Tool (Local Indicator) which rates implementation of state academic standards on a 1-5 scale for all content areas including ELA, Math, Science, Social Studies, ELD, Health, PE, and Visual/Performing Arts. Supporting Data Sources Supporting data sources include CALPADS for enrollment and participation data and SARC for Physical Fitness Test participation for Grade 5 students. Student Group Monitoring AVPA systematically monitors access for unduplicated student groups including 75% Hispanic, 78% Socioeconomically Disadvantaged, and 13% English Learners, as well as Students with Disabilities (10%) through these same tracking tools. Since AVPA serves grades TK-6, measures for high school coursework such as A-G, CTE, and AP are not applicable. Current Performance Current performance data shows 100% access to comprehensive curriculum including core subjects plus dedicated Art and Music instruction, with implementation ratings of 4-5 (Full Implementation) for most content areas, demonstrating equitable access across all student populations.|Overall Access and Enrollment Aspen Valley Preparatory Academy demonstrates universal access to a broad course of study, with 100% of students enrolled in comprehensive curriculum including core subjects (ELA, Math, Science, Social Studies, PE) plus dedicated Art and Music instruction. Master Schedule data confirms 100% student participation in enrichment programs consistently from 2022-23 through 2024-25. Student Group Equity The locally selected measures reveal no disparities in access across student groups. All unduplicated pupils, including 75% Hispanic students, 78% Socioeconomically Disadvantaged students, and 13% English Learners, along with 10% Students with Disabilities, have equal access to the full curriculum. Textbook inventory and classroom observations confirm 100% access to standards-aligned materials across all populations. Implementation Quality Priority 2 Self Reflection Tool ratings show Full Implementation (4-5 rating) across most content areas, with ELA, Math, PE, and Visual/Performing Arts at level 4-5, and Science progressing from level 3 to 4. Physical Fitness Test participation improved from 98% to 100% for Grade 5 students. Progress Over Time Data demonstrates sustained universal access with consistent 100% enrollment in enrichment programs and improvement in Physical Fitness Test participation. As a single-site TK-6 charter school, there are no site-based disparities, and implementation ratings show continued strengthening across content areas.|No Significant Barriers Identified Locally selected measures show Aspen Valley Preparatory Academy has successfully eliminated barriers to broad course of study access. Master Schedule Analysis confirms 100% student enrollment in comprehensive curriculum and enrichment programs across all student groups, with no disparities identified. Strong Implementation Results Priority 2 Self Reflection Tool ratings demonstrate Full Implementation (4-5 levels) across core subjects including ELA, Math, Science, Social Studies, PE, and Visual/Performing Arts. Textbook inventory confirms 100% access to standards-aligned materials for all populations, including unduplicated pupils and Students with Disabilities. Sustained Universal Access Physical Fitness Test participation improved from 98% to 100%, and all students receive dedicated Art and Music instruction. The single-site TK-6 structure eliminates site-based disparities, while consistent high implementation ratings demonstrate effective systems for maintaining access. Continuous Improvement Current measures indicate adequate resources and support systems ensure continued broad course of study access. While the school continues refining specialized programming, no barriers prevent universal access to comprehensive curriculum across all content areas and student groups.|New Curriculum Adoptions In response to locally selected measures, Aspen Valley Preparatory Academy adopted OpenSciEd as the new science curriculum for grades K-6, emphasizing phenomena-based learning aligned with Next Generation Science Standards. The school also adopted Positive Prevention Plus health curriculum for grades 4-6 to strengthen health education implementation. Enhanced Professional Development The school implemented comprehensive professional learning focusing on new curriculum implementation, including OpenSciEd training and specialized coaching support. This addresses implementation consistency identified in Priority 2 Self Reflection Tool assessments. Program Strengthening Goal 1, Action 6 maintains dedicated funding for comprehensive Arts and Music programs, ensuring sustained Visual and Performing Arts access. The school continues providing 100% student access to enrichment activities and standards-aligned materials. Technology and Resource Decisions Goal 2, Action 4 prioritizes technology access, ensuring every student has personal devices for curricular access. Resources are allocated to maintain high-quality programming while enhancing areas showing growth opportunities. Ongoing Monitoring The school continues using established tracking tools to monitor implementation and access, with annual curriculum updates as needed to maintain Full Implementation ratings across all content areas and ensure continued universal access.|Met||2025-06-17|2025
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. This is coupled with an internal process that provides students an opportunity to meet with School Counselors that discuss the students potential career choices and graduation requirements.|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||2025-06-12|2025
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 online platforms 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||2025-06-03|2025
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||2025-05-20|2025
10621660133942|Aspen Meadow Public|7|Aspen Meadow Public School uses several locally selected measures and tools to track broad course of study access across all student populations. Primary Tracking Systems AMPS utilizes Master Schedule Analysis to monitor enrollment in core subjects (ELA, Math, Science, Social Studies, PE) and arts education across grades TK-6, CALPADS data to track student enrollment and participation in enrichment/elective courses, and the School Accountability Report Card (SARC) to document Physical Fitness Test (PFT) participation for grade 5 students. Key Performance Metrics Two primary metrics are monitored: the percentage of students participating in enrichment or elective courses (Metric #11, currently at 100%) and the percentage of students completing all 5 components of the PFT (Metric #12). Program-Specific Monitoring Course access monitoring encompasses Visual Arts Program participation for grades TK-6, Music Education sequence participation with foundational instruction for TK-4 and specialized Band/Choir for grades 5-6, and ceramic classes using the school kiln facility. Equity and Access Tracking AMPS monitors access across all student groups including English Learners (22%), Students with Disabilities (15%), Socioeconomically Disadvantaged (90%), Homeless students (23%), and Foster Youth (1%) to ensure equitable participation in the comprehensive educational program beyond core academics. These measurement tools collectively ensure 100% student access to a broad course of study|Universal Access Achieved Based on locally selected measures, Aspen Meadow Public School demonstrates 100% student access to and enrollment in a broad course of study. All students in grades TK-6 participate in core subjects (ELA, Mathematics, Science, Social Studies, Physical Education) plus comprehensive arts education including visual arts and sequential music instruction. No Disparities Across Student Groups AMPS serves a diverse population including 90% Socioeconomically Disadvantaged students, 22% English Learners, 15% Students with Disabilities, 23% experiencing homelessness, and 1% Foster Youth. Despite this high-need demographic composition, tracking data shows universal access across all student groups with no identified gaps in broad course of study participation. Significant Progress Over Time Physical Fitness Test participation demonstrates substantial improvement, increasing from varied participation rates of 0-76% across components in 2022-23 to 100% participation in all five components by 2023-24. Enrichment and elective course participation has maintained consistent 100% enrollment. Comprehensive Programming Students access Visual Arts (TK-6), foundational Music Education (TK-4), specialized Band and Choir programs (grades 5-6), and advanced ceramic classes. The school's Master Schedule and CALPADS data confirm equitable access regardless of student demographic characteristics, with no differences identified across the single school site serving grades TK-6.|No Barriers Identified Based on the locally selected measures and tools, AMPS faces no barriers preventing access to a broad course of study for all students. The school demonstrates 100% student participation in enrichment and elective courses across all grade levels and student populations. Universal Access Achieved All students in grades TK-6 have full access to core academics (ELA, Mathematics, Science, Social Studies, Physical Education) plus comprehensive arts education including visual arts and sequential music instruction. No disparities exist across student groups despite serving 90% Socioeconomically Disadvantaged, 22% English Learners, 15% Students with Disabilities, 23% homeless students, and 1% Foster Youth. Enhanced Opportunities AMPS provides expanded access through after-school programs offering additional arts opportunities including specialized ceramic classes, Band and Choir programs for grades 5-6, and extended learning experiences that supplement rather than compete with core programming. Successful Implementation Master Schedule analysis, CALPADS data, and SARC documentation confirm consistent broad course of study access across all populations. AMPS’s single-site structure serving grades TK-6 effectively delivers comprehensive programming without access limitations. Physical Fitness Test participation improved to 100% participation, demonstrating the school's capacity to ensure universal program access & student success across all educational component.|Curriculum Enhancement AMPS is conducting comprehensive reviews of social studies and science curriculum for grades TK-5 in 2025-26 to ensure continued alignment with state standards and optimal student learning outcomes. Program Sustainability AMPS maintains dedicated credentialed music and visual arts teachers, continues expanding ceramic arts opportunities using the school kiln, and sustains sequential music education from foundational instruction (TK-4) through specialized Band and Choir programs (grades 5-6). Strategic Improvements Annual curriculum reviews through teacher committees ensure materials remain current and effective. The school systematically evaluates content area materials for updates while maintaining comprehensive programming across all student populations. Continued Excellence Given successful metrics across all student groups, the primary focus involves program enhancement rather than addressing access barriers. The 2025-26 LCAP maintains existing goals while expanding actions to align with California Community Schools Framework priorities. Quality Assurance Regular FIT assessments ensure optimal learning environments, while Master Schedule analysis confirms universal access continuation. The school prioritizes maintaining current programming excellence while strategically updating materials to support continued comprehensive educational access for all students regardless of demographic characteristics or individual needs.|Met||2025-06-17|2025
10621660140038|Endeavor Charter|7|1) Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Each TK-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional|1) Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Each TK-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional|There is no barrier preventing Endeavor from providing access to a broad course of study for all students. Endeavor Charter operates a program that has come to be known as “personalized learning.” Personalized Learning has been acknowledged and commended with a State Senate resolution (SR-36). Personalized learning is a unique, blended classroom and non-classroom based public educational model that is tailored to the needs and interests of each individual student. As a school, we set before students and their parents/guardians the educational goals and work cooperatively with them in creating customized learning plans that best reach those goals. We believe that their desires, strengths and needs are crucial to how the Charter School works with them as individuals. This methodology, both curricular and instructional, is built around each student’s needs, abilities and interests. All students meet with their teacher and parents together to create their own personalized learning plan (PLP) at least monthly and to evaluate effectiveness and needed supplementation or change. The PLP brings the student, parent and teacher together in a formalized relationship for the sole purpose of planning, implementing, assessing and adjusting the student’s educational program. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular and instructional plan tailor|1) Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Each TK-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional|Met||2025-06-17|2025
10621660140764|Golden Charter Academy|7|"GCA is utilizing various curriculums for our scholars (CKLA, AMPLIFY SCIENCE, MCGRAW-HILL).  Approximately 13% of our scholars receive Special Education and/or 504 Services.  In the 25-26 academic year, we will be adding our 7th grade class.  In the meantime, we have two classes per grade level and provide ""push-in"" services to our scholars receiving Special Education services."|All scholars are receiving the services they need.  At GCA, we are our own district so the above information speaks for all of our enrolled scholars.|We do not have barriers preventing our scholars from having access to a broad course of study.|Each of our scholars has access to a broad course of study.  If there comes a time where this is an issue, the Administrators within the building will immediately address the issue and provide a resolution that benefits the scholar.  Our goal is and will always be to meet our scholars where they are.|Met||2025-06-27|2025
10621660140806|Aspen Ridge Public|7|Aspen Ridge Public School (grades 7-12) utilizes multiple integrated data systems to track student access to and enrollment in a broad course of study across all student populations, including our unduplicated pupils and Students with Disabilities (19%). Our primary tracking measures include: 1.	Master Schedule Analysis: Conducted each semester to ensure sufficient course offerings across all required subject areas with attention to A-G requirements for grades 9-12 and core content for grades 7-8 2.	Individual Student Course Schedules: Reviewed quarterly through our Student Information System (Infinite Campus) to monitor actual enrollment patterns disaggregated by student groups 3.	Student Transcripts and Report Cards: Analyzed biannually to verify course completion rates and identify any disproportionality in access or success metrics among student groups 4.	Counselor Course Verification Process: Implemented during scheduling to ensure Students with Disabilities and English Learners receive both appropriate support services and full access to broad course offerings These integrated measures allow us to consistently monitor equity of access across our diverse student population (78% Hispanic, 11% African American, 5% White, 3% Asian, 3% Two or More Races). Through systematic analysis of these measures, we have verified that 100% of students, regardless of demographic group or exceptional need status, have access to the full range of courses appropriate for their grade level.|Based on our analysis of master schedules, student course enrollments, transcripts, and counselor verification processes, ARPS ensures 100% of students have access to and enrolled in a broad course of study. All students in grades 7-12 participate in core academic programs including ELA, mathematics, science, social studies, and physical education. Additionally, our course offering analysis confirms that every student accesses enrichment opportunities through various elective options: ?	High School (9-12): Students participate in A-G approved courses with elective options including Ceramics, Art, Leadership, Service Learning, UC Scout online courses, and Zoology (11-12) ?	Middle School (7-8): Students access appropriate core curriculum with electives including Art, Leadership, Service Learning, and dedicated SEL/Health courses ?	College Preparation: All high school students have equitable access to dual enrollment opportunities through our partnership with Fresno Community College Our longitudinal transcript analysis demonstrates consistent enrollment patterns across all student groups, with no identified disparities in course access for unduplicated pupils or Students with Disabilities compared to the general population. As we prepare for our first graduating class in June 2025, our ongoing monitoring continues to show equitable access to comprehensive course offerings that prepare all students for post-secondary success, regardless of demographic factors or learning needs.|ARPS ensures 100% of students across all demographic groups access a broad course of study. We actively monitor and address potential barriers to equitable participation:  **Staffing**: We use proactive recruitment and substitute coverage to prevent gaps in specialized courses requiring specific credentials (Zoology, Ceramics).  **Scheduling**: Counselors strategically balance required intervention courses with enrichment opportunities to ensure support services don't conflict with elective access.  **Facilities**: As enrollment grows, we implement creative scheduling solutions to maximize limited physical space for specialized courses without restricting access.  **Transportation**: We moved tutoring from after-school to during school hours to eliminate transportation barriers for socioeconomically disadvantaged students.  Through systematic monitoring and proactive solutions, we maintain universal access to comprehensive educational opportunities for all students regardless of demographic factors or learning needs.|Aspen Ridge Public School maintains 100% student access to a broad course of study through these strategic actions:  **Scheduling Optimization**: We redesigned master schedule development to prioritize intervention needs and elective access, particularly for Students with Disabilities and English Learners.  **Expanded Dual Enrollment**: We strengthened our partnership with Fresno Community College to increase college course offerings beyond campus-based curriculum.  **In-School Support**: We moved tutoring from after-school to during school hours, removing transportation barriers for socioeconomically disadvantaged students.  **Professional Development**: Teachers receive Universal Design for Learning training to ensure core content accessibility without requiring course substitutions.  **College/Career Monitoring**: Enhanced counseling includes quarterly transcript audits to keep all students on track with A-G requirements while maintaining elective participation.  **Data-Driven Planning**: Bi-annual review of course enrollment by student groups identifies and addresses emerging disparities before they become barriers.  These measures ensure equitable access while continuously improving course quality and relevance for our diverse student population.|Met||2025-06-17|2025
10621661030642|School of Unlimited Learning|7|SOUL offers highly personalized educational plans for each student. Each 9–12th grade student’s academic program is individualized to meet their specific needs. SOUL provides independent study students and their families with four types of resources: -Professional guidance and oversight from a credentialed teacher, who meets regularly with students and their parents/guardian. when applicable, a Special Education liaison is involved to support students with exceptional needs. -A wide variety of standards-aligned curriculum and learning materials. Rather than relying on a “one size fits all” model, SOUL’s credentialed faculty work with students and families to design personalized educational programs, including access to A–G approved courses. -Site-based classes, enrichment activities, and field trips led by qualified staff, designed around student needs and interests. -Collaborative opportunities for independent study families to share best practices with the guidance of credentialed staff.  Student access and enrollment are tracked through personalized learning plans, case manager oversight, special education case management, and review of course enrollment data by student groups.|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 teacher. Each student and his/her parent/guardian meet regularly with the case manager. When applicable, a Special Education liaison 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.|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.”|SOUL ensures that students have access to a broad course of study that includes all core subjects and a unique range of electives such as child development, street law, music, film appreciation, and college/career readiness. Students are encouraged to select electives that align with their interests and their personalized learning goals. To further expand opportunities, SOUL continually reviews and adjusts course offerings based on student demand and need. In addition, SOUL is actively developing a systematic process for students to enroll in online college courses, allowing students to accelerate their studies and earn college credit while still in high school.|Met||2025-05-19|2025
10621661030840|Carter G. Woodson Public Charter|7|Student access to a broad course of study is monitored through Aeries, Edgenuity, UC Scout, and Achieve3000. Aeries serves as the primary system to ensure all students are enrolled in the required subject areas. In addition to the A–G courses taught directly by school staff, UC Scout and Edgenuity are used to expand course options and provide greater flexibility, especially for students in independent study or those needing credit recovery. Achieve3000 is used across grade levels as a Tier 1 literacy support, with progress tracked closely, particularly for unduplicated students.|All students have access to a broad course of study that includes core academic subjects, A–G approved coursework, and one of three Career Technical Education (CTE) pathways: Education, Business and Entrepreneurship, or Multimedia. Enrollment and access are monitored by school counselors through Aeries, with additional flexibility provided by UC Scout and Edgenuity, which are used to supplement A–G offerings and support credit recovery needs. Achieve3000 supports Tier 1 literacy instruction across all grade levels, with usage tracked to support unduplicated students. Access is consistent across both the site-based and independent study programs, though students in the independent study program—who are more likely to be mobile—sometimes experience interruptions in course pacing. To address this, asynchronous learning tools and scheduling supports have been expanded to improve continuity.|One of the primary barriers to providing consistent access to a broad course of study is student transiency, particularly within the independent study program. Frequent moves, inconsistent attendance, and mid-year enrollments can disrupt students’ ability to complete sequential coursework, especially in A–G and CTE pathways. Additionally, students with specialized academic schedules or services may face challenges fitting all required and elective courses into their day, limiting access to some options. The school continues to adjust internal systems, such as increased use of asynchronous instructional tools and more flexible scheduling, to address these challenges.|To ensure access to a broad course of study for all students, the school has increased the number of A–G approved classroom-based courses and is continuing to expand these offerings each year. This allows more students to meet college eligibility requirements through in-person instruction. In addition, UC Scout and Edgenuity remain available to provide supplemental options and scheduling flexibility, particularly for students in independent study or those needing credit recovery. The school has also aligned scheduling practices across both campuses and expanded the use of asynchronous tools to support continuity for mobile students. These actions are part of an ongoing effort to ensure all students, regardless of program model or background, can access the full range of academic and CTE opportunities.|Met||2025-07-30|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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||2025-06-09|2025
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 2024-25 school year, Kingsburg High School students had access to 11 AP classes (with 16 sections), 4 honor classes (with 6 sections), 19 fine/performing arts classes (with 27 sections), and 29 CTE classes(with 46 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 2024-25 school year, Oasis High School students had access to all state- required courses and had access to 1 ROP class on campus. During the 2024-25 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 offering more academic dual-enrolled classes, but a barrier is finding qualified teachers to teach these classes.|The district continues to explore new course options for students.  During the 2024-25 school year, students at Kingsburg High School and Oasis High School had one new course option, ROP Advanced Graphic Design, which was a class that students could take after Graphic Design, which was just added last year.  The district is exploring ways to incorporate more dual-enrolled classes moving forward.|Met||2025-06-23|2025
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.|KCUSD provides a comprehensive and compliant education. Our analysis of PowerSchool enrollments and master schedules confirms that all K-6 students have access to a full curriculum, aligned with California Ed Code. For grades 7-12, our review shows consistent access to diverse courses, meeting state requirements, with only minor exceptions. Currently, Language Other Than English (LOTE) courses are only for grades 9-12, but KCUSD continues to explore opportunities to expand LOTE to 7th and 8th graders. Each school's master schedule includes various electives in visual and performing arts, applied arts, and Career Technical Education (CTE).  We recognize that high school Long-Term English Learners often have fewer elective options due to required English Language Development courses. KCUSD is actively exploring ways to provide these students with more enriching experiences and a broader range of courses through integrated language development support. Beyond mandates, KCUSD enriches student opportunities. We offer challenging Advanced Placement (AP) courses and Dual Enrollment through partnerships with Reedley and Fresno City Colleges, allowing students to earn college credit. Advanced Visual and Performing Arts courses foster specialized talents. All students receive support through robust intervention programs.  Finally, students with Individualized Education Plans (IEPs) receive coursework tailored to their specific needs, ensuring equitable and personalized learning.|Despite our commitment to a comprehensive curriculum, challenges persist in guaranteeing equitable course access for all students as outlined in Ed. Code 51220. One significant hurdle is the absence of foreign language courses in middle school, limiting early exposure for all students. We're also actively addressing a key barrier for students with Individualized Education Plans (IEPs). It can be difficult to integrate the broadest possible course offerings into their schedules while still meeting the specific requirements of their IEPs. Finally, our district faces the challenge of effectively meeting the intensive language development needs of Long-Term English Learners (LTELs) while simultaneously ensuring they have access to a diverse range of enrichment course options.|"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 continue in aligning resources sourced from both state and federal channels to increase accessibility for all students. Notably, the continued integration of career exploration courses into middle school curricula and their expansion into alternative education programs signify tangible steps toward this goal. Furthermore, KCUSD is actively exploring avenues to enhance access to language development support for English learners and interventions for students necessitating additional assistance ensuring that all students are successful and ""college and career"" ready."|Met||2025-06-10|2025
10622650116640|Kings Canyon Online|7|The primary tool that is utilized for tracking the extent to which all students have access to, and are enrolled in, a broad course of study is KCUSD's (authorizing district) student information system (PowerSchool), master schedule, student master agreements, and the KCO course catalog.|Based on requirements defined by Ed Code 51210, PowerSchool enrollments and master schedule analysis show that all students in grades 9-12 have access to a broad course of study in accordance with state regulations.  While students at KC Online have a wide range of high school electives, students typically spend most of their engagement time working in core courses to meet graduation requirements.  KC Online has CTE options available as well, that historically have had low enrollment due to the prioritization of required coursework.  In addition, CTE courses are typically offered with an in person component.  Many of the students that choose to attend KC Online do so to avoid in person school requirements.|Barriers do exist in ensuring that all students have access to a broad course of study as defined by Ed. Code 51220.  As previously mentioned, one such barrier KC Online is the need for students to complete core course requirements necessary for graduation.  Students typically spend their time working in those courses rather than electives and CTE coursework.  Similarly, when students need an intervention or support class, they struggle to engage, as they typically opt to continue struggling through the core course required for graduation, rather than focus on intervention.|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||2025-06-10|2025
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.  We also have to work within the confines of the Reedley College schedule which may also limit student’s flexibility.  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||2025-06-10|2025
10622810000000|Laton Joint Unified|7|Laton Unified uses multiple locally selected tools to assess student access to a broad course of study. These include master schedules at all grade spans, course enrollment records, and analysis of offerings in core content, electives, CTE/ROP, and enrichment programs. The District examines access for all students, including unduplicated groups (low-income, foster youth, English learners) and students with exceptional needs. The review includes high school access to A-G, honors/AP, electives, and CTE; middle school exploratory options; and elementary weekly instructional schedules. Additionally, LCAP survey data from families, students, and staff help gauge perceptions of access and satisfaction with course offerings.|Data analysis shows that all students, including unduplicated student groups and students with exceptional needs, have equitable access to core classes across grade spans. High school students have access to A-G courses, CTE/ROP, and electives; however, access to electives and specialty programs is limited by the district’s small and declining enrollment. English learners have slightly reduced access to certain electives due to their placement in English language development support classes. Middle and elementary schools maintain balanced weekly schedules that align with state-required subject areas. Progress has been made through expanded summer and after-school enrichment and intervention offerings that provide students with additional academic and elective opportunities beyond the traditional school day.|The primary barrier limiting access to a broader course of study is the district’s small and declining student population, particularly at the middle and high school levels. This impacts the district’s ability to offer a wide variety of electives, arts, and CTE courses because there are not enough students enrolled to justify the staffing costs of hiring credentialed teachers for low-enrollment classes. Additionally, English learner students may experience limited access to electives due to the requirement to participate in targeted English language acquisition courses, which often occur during the elective period.|To address gaps in access, Laton Unified has implemented several strategic actions. The district has expanded after-school and summer programming to include enrichment, intervention, and acceleration opportunities that broaden students’ educational experiences. LCAP investments support supplemental programs and services targeting unduplicated pupils and students with exceptional needs. The district is also exploring community partnerships and regional collaborations to enhance access to CTE, visual and performing arts, and world language offerings. Additionally, master schedules are being reviewed to maximize student access to electives, particularly for English learners, by integrating language support into the regular instructional day whenever possible.|Met||2025-06-25|2025
10623310000000|Orange Center|7|The District will maintain an Instructional Technology Coordinator and an FCSS Technology Technician who will provide teachers and students with the skills and reliable technology 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.  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 has expanded access to music education by hiring teachers and purchasing supporting materials and instruments.  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 learning past the school day through the Chromebook checkout system (K-8) that will increase appropriate exposure.|The District will maintain an Instructional Technology Coordinator and an FCSS Technology Technician that will provide teachers and students with the skills and reliable technology 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.  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 has expanded access to music education by hiring teachers and purchasing supporting materials and instruments. 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.  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.|Because of the size of our school, it is difficult to offer courses that are taught by a single-subject credentialed teacher specifically for a certain subject matter. Every class is self-contained from K-8th grades, so our multiple subjects credentialed teachers are providing opportunities for students to have a broad course of study.   When reviewing data for all students at Orange Center, the data indicates that there is still a low number of students meeting grade-level standards in ELA and Mathematics, and that we serve several English Learner students. To address this, the school aims to hire and retain highly qualified staff, anticipating that this will lead to higher academic achievement across all student groups as measured by CAASPP scores in Math and ELA, and improved annual growth rates for English learners on the ELPAC.|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 learning gaps and strengths of each student, requiring 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 that supports equity for all students.   According to the Orange Center Student Survey, many of our low-income, English learners, and Foster Youth students experienced feelings of depression, sadness, or the feeling of not being important. Because of this need, the District provides teachers with an SEL curriculum and support materials, allowing them to provide lessons to develop social skills and coping strategies when needed for English Learners and Low-Income students.  The District is required to provide a CHYA- California Healthy Youth Act course for students in one of their middle school years. Because of this requirement, the District will provide a CHYA course for students in the 7th grade.|Met||2025-06-25|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-25|2025
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.  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||2025-06-24|2025
10623640000000|Parlier Unified|7|Parlier Unified School District uses a combination of master schedules, course enrollment data, and student information system reports to monitor access to a broad course of study. The district reviews these tools by grade span and disaggregates data by unduplicated student groups and students with exceptional needs. This includes tracking enrollment in A-G approved courses, CTE pathways, intervention supports, and enrichment programs to ensure equitable access across all student populations.|Parlier Unified School District uses locally selected tools such as master schedules, course enrollment reports, student information system data, and program participation logs to monitor student access to a broad course of study. These tools help track enrollment across core academic subjects, visual and performing arts, physical education, Career Technical Education (CTE), and college-preparatory courses.  Data shows that while all students are provided access to a broad course of study, there are some differences in enrollment patterns among student groups. For example, English learners and students with disabilities may require additional support to fully participate in A-G approved and advanced courses. Additionally, smaller school sites may have more limited elective or enrichment offerings due to staffing and scheduling constraints.  Over time, the district has taken steps to expand equitable access by refining master schedules, implementing student-centered planning at the high school, and increasing opportunities through after-school programs, CTE pathways, and AVID. Continuous review of enrollment data across grade spans and student groups informs adjustments aimed at ensuring all students are enrolled in a well-rounded and rigorous educational experience.|Based on the results of locally selected measures, Parlier Unified School District has identified several key barriers that limit full access to a broad course of study for all students:  Staffing Limitations:  Smaller school sites and limited credentialed staff restrict the ability to offer specialized or advanced courses such as electives, CTE, or visual and performing arts, especially in upper grades.  Scheduling Constraints: Conflicts within master schedules, particularly at the secondary level, can prevent students from enrolling in desired or required courses that align with college and career readiness.  Support Needs for Student Groups:  English learners, students with disabilities, and other unduplicated student groups often require targeted instructional support, which can limit their access to rigorous or non-core coursework without appropriate scaffolding.  Parlier USD continues to address these challenges by refining scheduling practices, expanding staffing where possible, and prioritizing equitable access in program development and funding decisions.  Parlier USD continues to address these challenges by refining scheduling practices, expanding staffing where possible, and prioritizing equitable access in program development and funding decisions.|In response to the results of locally selected measures, Parlier Unified School District has implemented several actions to ensure all students have access to a broad course of study. The district expanded CTE pathways and A-G approved course offerings at the high school to support college and career readiness. A student-centered master schedule at Parlier High School was adopted to reduce conflicts and better match student interests and academic needs.  To support English learners and students with disabilities, targeted instructional supports and co-teaching models have been introduced to improve access to rigorous coursework. The district is also investing in staffing by recruiting specialized teachers and offering professional development to help educators meet the diverse needs of students.  Enrichment opportunities have grown through Expanded Learning Opportunity Program (ELOP) funds and community partnerships, allowing students to participate in after-school programs in the arts, STEM, and physical activity. The district continues to monitor enrollment data and make adjustments to improve equity in access across all grade levels and student groups.|Met||2025-06-17|2025
10623720000000|Pine Ridge Elementary|7|The measures that we used were each individual students schedule.  In our small school we are able to closely monitor all students.  We ensure that we bring in retired teachers or local experts to provide broad learning experiences to all our students.|We use perception surveys that are sent to our community partners, our staff, and our students and update our practices based on our current student populations needs.|Some of the barriers include our remote location and our small population which makes it difficult to purchase some items that larger districts can afford.|We have updated our electives to better match our students interests.|Met||2025-06-18|2025
10623800000000|Raisin City Elementary|7|The Raisin City Elementary School’s schedule was examined for instruction.|An analysis found no significant gaps in access to the courses listed above between low-income students and the overall student population.  No limitations were identified in offering a broad course of study.  As part of its LCAP, the district is expanding opportunities for acceleration and enrichment through summer and afterschool programs. Combined with increased academic support, these efforts aim to further broaden student access to a wide range of courses and learning experiences.|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 continues to introduce programs, offer field trips, and provide services to ensure all students have access to a broad course of study. When certain opportunities are not available during the regular school day, the district works to incorporate them into the Extended Learning Program. Music remains a high-interest area; however, hiring appropriately credentialed music teachers in Raisin City has been a persistent challenge. The district remains committed to exploring solutions to address this need.|Met||2025-06-05|2025
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver's education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning.  Driver's education and foreign language courses had the lowest enrollment. Foster youth had the lowest participation in foreign language and Career Technical Education (CTE) courses, likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed some participation in small group instruction for English Language Arts, but were low in Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-29|2025
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||2025-06-24|2025
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||2025-06-24|2025
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||2025-06-24|2025
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, Selma Unified provides vocal and instrumental music instruction for students in grades 5 and 6, while 4th-grade students now participate in a newly introduced Recorder program. Additional Visual and Performing Arts (VAPA) courses and learning opportunities are anticipated, pending ongoing funding from Proposition 28. The district also offers a Dual Language Immersion program for students in grades TK–3, with plans to expand the program to include 4th grade in the 2025–2026 school year.  At the secondary level, both Middle and High School students have opportunities to participate in vocal and instrumental music programs, as well as competitive Percussion and Color Guard teams. The AVID program is also available at both the Middle and High School levels, providing college and career readiness support.  In addition, Selma Unified has expanded access to Career Technical Education (CTE) courses through a strong partnership with Valley ROP, currently offering students multiple career pathway programs to explore college and career options.|Several factors impact the ability for Selma Unified to provide all students with full access to a broad course of study.  Resource allocation plays a significant role, as the district has strategically prioritized specific areas within the broad course of study to support student success.  While this focused approach ensures depth in certain programs, it limits the availability of a wider variety of course options.  Additionally, geographic location presents challenges.  As a rural district, Selma Unified faces barriers in accessing a broad range of external resources, partnerships with outside agencies, and in recruiting and retaining qualified staff for specialized programs.  These factors collectively influence the district’s ongoing efforts to expand educational opportunities and ensure equitable access to a broad course of study for all students.|This year, the Dual Language Immersion program expanded to serve students in 3rd grade as part of its continued growth, with plans to add 4th grade in the 2025–2026 school year.  Additionally, a new recorder program was introduced for 4th-grade students to increase participation and engagement in our visual and performing arts offerings.  Our new preschool program will provide high-quality early learning experiences for our preschoolers while also offering hands-on career exploration in early childhood education for our VROP high school students.  In addition, for the 2025-2026 school year, we plan to expand our Punjabi language program by adding a second-level Punjabi course, allowing students to further develop their skills and continue progressing toward bi-literacy.|Met||2025-06-24|2025
10625130000000|Washington Colony Elementary|7|Washington Colony's  locally 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.  According to the School Accountability and Report Card (SARC) 2023-24 and Published on 2024-25 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. Amplify Education (Reading Screener for K-2, mCLASS with DIBELS Edition 8 and mCLASS lectura) Adopted Summer 2025|Washington Colony is a single Elementary School District and uses the selected measures such as the School Master Schedule. The SARC report indicates 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 2024-25.|Given the results of the locally selected measures for Washington Colony, 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.  As stated on the 2024-25 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.  The K-8 Elementary School setting face a challenge to add a single subject teacher for electives.  Therefore, there is a need to further explore in the upcoming years to add staff and resources to offer a Foreign Language elective.|Met||2025-06-24|2025
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 2025-26, 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||2025-06-26|2025
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 2025-26, 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||2025-06-26|2025
10625470000000|Westside Elementary|7|The LEA has 100% of students with access to instruction in state standards, music instruction, and participation in sports and field trips. The LEA has  100% of Low-Income students with access to instruction in state standards, music instruction, and participation in sports and field trips. The LEA has 100% of EL students with access to instruction in state standards, music instruction, and participation in sports and field trips.|The LEAs students have access to a broad course of study reflecting access to field trips and Arts Instruction as measured by a review of teacher lesson plans. All of the LEAs students have access, are enrolled in the courses offered at the single school site. The LEA's teachers continue to reflect on the students' access to the broad course of study offered on the school site, with lesson plans and field trips.|The LEA's continued struggle on site is providing the students of the district with a sustainable, extensive visual arts/music program due to the location of the LEA and the limited number of qualified applicants.|The LEA is determined to continue to implement a broad course of study for all students. The LEA is continuing to partner with the Fresno County Office of Education to help bring visual arts and music to the students, because of the rural location of the school site, providing a sustainable, extensive visual arts/music program is difficult. The LEA continues to invest in the infrastructure for the potential of a visual arts/music program on campus.|Met||2025-06-24|2025
10625470135103|Yosemite Valley Charter|7|Yosemite Valley Charter uses a range of locally selected measures to ensure all students have access to, and are enrolled in, a broad course of study. These measures include:  Grade-Span Assessments: Analyzing course enrollment data across various grade levels to ensure consistent access to diverse academic offerings.  Student Group Disaggregation: Monitoring enrollment patterns among unduplicated student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, to identify and address any disparities.  Individualized Support Plans: Tracking enrollment and participation of students with exceptional needs, including 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 input from students and parents on course satisfaction, available electives, and perceived barriers, to continuously improve course access.  Technology Utilization Data: Monitoring the use of technology as an instructional tool, especially for English learners, to ensure equitable digital access and support.|Based on the collected data, Yosemite Valley Charter ensures equitable access to a broad course of study across all school sites. Enrollment data analysis consistently shows that students have access to diverse academic offerings, regardless of grade level or student group.  Disaggregated data indicates that efforts to include English learners, socioeconomically disadvantaged students, and students with disabilities are effective, with no significant disparities in course access identified. Moreover, the school has made substantial progress in expanding elective options, including Career Technical Education (CTE) pathways and dual enrollment opportunities.  Feedback from families and students reflects a high level of satisfaction with the variety of courses offered. Engagement efforts, such as community outreach and superintendent-led events, have increased awareness and participation in diverse academic programs. As a result, the school continues to see a positive trend in inclusive enrollment practices, with targeted support for students requiring additional resources.|Based on local measures and feedback, Yosemite Valley Charter has identified minimal barriers to accessing a broad course of study. Continuous monitoring of enrollment patterns and direct input from stakeholders indicate that most students have access to grade-level curriculum aligned with academic standards, supported by diverse resources.  The school’s focus on proactive planning, especially in ensuring A-G and CTE pathway availability, has mitigated potential access issues. Additionally, the integration of technology and targeted support for EL students has further minimized obstacles. As of the most recent data analysis, there are no significant barriers preventing students from accessing a broad course of study.|Yosemite Valley Charter School is committed to expanding student access to a broad course of study through targeted initiatives: A-G Course Completion: All 9th and 10th graders are scheduled to complete A-G requirements. A-G completion is promoted for all students, including those planning to attend community college. Incentives like an honor cord at graduation are offered. Individualized counselor meetings support 11th graders in completing A-G. CTE Pathway Completion: CTE Pathways are aligned with credentialed teachers to increase availability. Pathways are promoted during informational meetings and parent sessions. College Credit Courses: Partnerships are expanding with the Fresno/Madera K-16 Collaborative Virtual Dual Enrollment Hub. Concurrent/dual enrollment is promoted via info sessions, emails, and website updates. Staff are trained on the process and benefits of earning college credits. Smarter Balanced Tests: Curriculum is aligned with state standards. Single Subject Teachers are assigned to support targeted areas. Seal of Biliteracy: Students nearing eligibility are identified and guided to meet requirements. Future Plans: Staff knowledge of A-G and CCI is increasing through PD. Partnerships with CaliforniaColleges.edu and Bulldog Bound continue. College credit and CTE pathways are promoted. Readiness courses and exploratory activities are offered. These efforts enhance access, readiness, and CCI “Prepared” rates.|Met||2025-06-12|2025
10625470136523|Crescent View South II|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language and Driver’s Ed. Career Technical Education (CTE) courses had high enrollment, which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed some participation in small group instruction for English Language Arts, and they were high in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-29|2025
10738090000000|Firebaugh-Las Deltas Unified|7|FLDUSD uses a local measure to report out the number of classes by subject for SY 2024-2025.  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 = 49; 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 of students interested in VAPA programs.  Districtwide growth over the years showed that the number of students participating in music went from 419 students in 2012-13 to 1378 in 2024-25.  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||2025-06-12|2025
10739650000000|Central Unified|7|In Central Unified School District, students in Transitional Kindergarten (TK) through sixth grade (TK–6) receive a broad course of study that includes English Language Arts, Math, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education (PE). The district monitors implementation through daily instructional minutes, classroom schedule reviews, site leader discussions, and annual bell schedule checks.  Central USD emphasizes equitable student placement, particularly for underrepresented groups and Students with Disabilities (SWD), with oversight from supervisory staff. Elementary schools also provide specialized instruction through dedicated VAPA and PE teachers.  For grades 7–12, access is maintained through master schedule reviews, student-course alignment using state data, and collaboration with counselors and site leaders. Ongoing monitoring includes roster checks, schedule evaluations, and classroom observations.  These efforts ensure all students have access to a well-rounded education in a supportive and inclusive environment.|Following a thorough review of its monitoring practices, Central Unified has determined that most students have access to and are enrolled in a broad course of study. However, some gaps remain. At the middle school level, scheduling limitations can restrict access to electives for certain underrepresented student groups. Students in home-hospital, independent study, or alternative education programs may have limited access to VAPA, applied arts, PE, or world language courses, though these placements are typically short-term. Students in grades 9–12 currently do not have access to Driver’s Education.  In TK–6, schools consistently provide instruction in literacy and mathematics. However, access to science and social science varies by site and grade level. In high school, most students are enrolled in a full course of study, but some struggle to stay on track. These students are supported through the district’s Multi-Tiered System of Supports (MTSS) for academic intervention.|Central Unified is working to improve student achievement in English Language Arts and Math, with particular challenges in grades 7–12. At the middle school level, master schedules can limit access to electives for underrepresented students, impacting their educational experience. In secondary grades, these students may not have access to the full range of content areas or electives. When enrolled, they may struggle academically and fall off track for graduation. Driver’s Education is currently unavailable due to difficulties in securing credentialed teachers, space limitations, and liability concerns.  To support high school students in staying on track, the district offers summer school intersession, closely monitors academic progress and attendance, and actively communicates with families of students who are not meeting graduation requirements. Staff assist students with online applications and provide targeted support. Central Unified remains committed to addressing these challenges and ensuring that all students have access to a comprehensive and supportive education.|Central Unified is working to expand educational access and equity through several key initiatives. The district is enhancing science and social science instruction at the elementary level and exploring ways to improve access to electives for middle school students. Student interest surveys are being used to guide the development of Visual and Performing Arts (VAPA) offerings in alternative education settings. To support graduation readiness, the district provides summer school and online academic preparation options. The district is continuing to explore opportunities to offer Driver’s Education and is developing tools to increase transparency in course completion and progress tracking. These efforts reflect Central Unified’s commitment to student success and equitable learning opportunities across all grade levels.|Met||2025-06-24|2025
10739990000000|Kerman Unified|7|The district promotes CTE/ROP and VAPA enrollment through course offerings, counselor guidance, master scheduling, elementary music instruction, and a dedicated VAPA PLC team.|At the elementary level, all students from kindergarten through sixth grade have access to a broad and comprehensive course of study. To support physical education, three dedicated PE teachers serve students in grades 4 through 6. In addition, music education is provided to all elementary students, with specialized opportunities in band and choir available to those in 5th and 6th grade.  In middle school, all students continue to engage in core academic subjects while also having the opportunity to explore their interests by selecting up to two electives.  At the secondary level, students are enrolled in core academic courses and have the flexibility to choose a range of electives each year, allowing them to pursue areas of personal interest and prepare for post-secondary pathways.|Students in grades 7–12 who are English learners are required to take English Language Development (ELD), limiting their ability to enroll in elective courses.  Limited staffing in music education, with only three teachers serving five elementary schools, restricts student access to consistent music instruction.|Measures to address the barriers includes prioritizing early reclassification of English Learners by the end of 6th grade through targeted supports such as part-time Newcomer teachers at elementary sites and expanded EL Leadership and Improvement Teams working closely at school sites. Professional development efforts include Integrated ELD training for Special Education teachers, collaborative PLCs with General and Special Education staff, and Kagan Structures training to enhance engagement and achievement through cooperative learning.|Met||2025-06-19|2025
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||2025-06-11|2025
10752340000000|Golden Plains Unified|7|"GPUSD uses ""Access to and Enrollment in a Broad Course of Study"" as a metric in the LCAP.  The metric determined if All students, Low Income, English Learners, and Foster Youth and Homeless students had access to a broad course of study.   High School: All student groups had access 100% Middle School: 90% had access Elementary: Data NA"|Metric 1.4: Access and Enrollment in a Broad Course of Study Low Income, English Learners, and Foster Youth and Homeless students had access to a broad course of study.   High School: All student groups had access 100% Middle School: 90% had access Elementary: Data NA Differences occurred at the middle school and elementary school levels where students did not have access to a music or art teacher; regular teachers included art throughout the day, but no curriculum was used.|GPUSD could not hire a music teacher until this year.  THS now has a music teacher; however only Cantua Elementary schedules time throughout the day for music and art, which is taught by regular teachers.  The main challenge is hiring higjly qualified art and music instructors, and providing training for all other elementary teachers.|The district will continue to look for an elementary VAPA  teacher, and will provide training for regular teachers to include the visual and performing arts at the elementary level.|Met||2025-06-10|2025
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; 22.7% of students are enrolled in an advanced course, 70.8% of students are taking part in a visual or performing arts class that include, music, drama, and art. 58.6% 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 students|Met||2025-06-23|2025
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.|Riverdale Joint Unified School District offers four schools that collectively cover the TK-12 grade span (TK-3, 4-8, 9-12 and TK-12). RJUSD recently began an online school for grades TK-12 that will continue in the 2025-2026  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”.  EL students 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 Annual Special Education Reports, it has been noticed that SpEd students were not experiencing the same level of academic success as their peers in a general education setting.  IEP teams will need to push SpEd students into the general education setting with greater frequency  along with examining strategies to narrow the achievement gap.|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 2025-2026 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 2025-2026 school year.|Met||2025-06-25|2025
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||2025-06-23|2025
10767780000000|Washington Unified|7|Washington Unified School District ensures that all students have access to a broad course of study.  Specifically, Washington Union High School (WUHS) has a robust and refined system to create a master schedule that serves all students. WUHS is considered a “wall to wall” pathway school where every student is enrolled in a CTE pathway or the equivalent of.  Furthermore, WUHS has a dynamic dual-enrollment course offering and provides over 500 students with the opportunity.|Washington Unified ensures 100% of our students have access to a broad course of study. Each site completes a master schedule and then as a leadership team we meet and review. These processes and procedures that are in place ensures all students have equal access to a broad course of study.|There are no barriers identified.|No new actions will be implemented for the 2025-26 school year. WUSD is confident that all students are offered a broad course of study.|Met||2025-06-18|2025
10767781030774|W.E.B. DuBois Public Charter|7|Student access to a broad course of study is monitored through Aeries, Edgenuity, UC Scout, and Achieve3000. Aeries serves as the primary system to ensure all students are enrolled in the required subject areas. In addition to the A–G courses taught directly by school staff, UC Scout and Edgenuity are used to expand course options and provide greater flexibility, especially for students in independent study or those needing credit recovery. Achieve3000 and Star Early Literacy Tools are used across grade levels as a Tier 1 literacy support, with progress tracked closely, particularly for unduplicated students.|All students have access to a broad course of study that includes core academic subjects, A–G approved coursework for secondary students, and one of three Career Technical Education (CTE) pathways for secondary students: Patient Care, Business and Entrepreneurship, or Agriscience. Enrollment and access are monitored by school counselors through Aeries, with additional flexibility provided by UC Scout and Edgenuity, which are used to supplement A–G offerings and support credit recovery needs. Achieve3000 supports Tier 1 literacy instruction across all grade levels, with usage tracked to support unduplicated students. Access is consistent across both the site-based and independent study programs, though students in the independent study program, who are more likely to be mobile, sometimes experience interruptions in course pacing. To address this, asynchronous learning tools and scheduling supports have been expanded to improve continuity.|One of the primary barriers to providing consistent access to a broad course of study is student transiency, particularly within the independent study program. Frequent moves, inconsistent attendance, and mid-year enrollments can disrupt students’ ability to complete sequential coursework, especially in A–G and CTE pathways. Additionally, students with specialized academic schedules or services may face challenges fitting all required and elective courses into their day, limiting access to some options. The school continues to adjust internal systems, such as increased use of asynchronous instructional tools and more flexible scheduling, to address these challenges.|To ensure access to a broad course of study for all students, the school has increased the number of A–G approved classroom-based courses and is continuing to expand these offerings each year. This allows more students to meet college eligibility requirements through in-person instruction. UC Scout and Edgenuity also remain available to provide supplemental options and scheduling flexibility, particularly for students in independent study or those needing credit recovery. n addition, agriscience education is being expanded to elementary grades. The school has also aligned scheduling practices across both campuses and expanded the use of asynchronous tools to support continuity for mobile students at all grade levels. These actions are part of an ongoing effort to ensure all students, regardless of program model or background, can access the full range of academic and CTE opportunities.|Met||2025-07-30|2025
11101160000000|Glenn County Office of Education|7|Our program serves students with disabilities, many of whom are on a certificate of completion track rather than pursuing a traditional high school diploma. For students on the diploma track, our program specialists work closely with school counselors at host high schools to ensure access to a broad course of study that mirrors the offerings available to all students on campus.|All students, regardless of graduation pathway, have the opportunity to participate in the full breadth of the general education curriculum at their host school, to the maximum extent appropriate. Placement and participation decisions are made by the IEP team, which convenes at least annually to evaluate each student’s individual needs, progress, and readiness for inclusion in general education settings.|At sites such as Plaza Elementary, Capay Elementary, and Willows Intermediate School, students are included in the general education course of study based on their needs within each grade span. At Willows High School, students enrolled in both regionalized programs similarly have access to the school’s full range of academic offerings, with participation tailored according to IEP team decisions.|Our internal review confirms that all students in our programs have equitable access to a broad course of study, with the only limiting factors being those outlined in each student’s Individualized Education Program. Ongoing annual IEP reviews ensure that placements and supports are responsive to students’ evolving needs, maintaining alignment with their individual goals and promoting access to the most inclusive learning environment possible.|Met||2025-06-27|2025
11101160124909|Walden Academy|7|Walden Academy uses a combination of locally selected tools to monitor access to a broad course of study across grade spans, including for unduplicated student groups and students with exceptional needs. These tools include regular discussions and data reviews during weekly Professional Learning Communities (PLCs), teacher input surveys, family engagement surveys, and structured student feedback sessions. Staff review course enrollment rosters, support plans (IEPs/504s), and participation in enrichment and intervention programs to ensure equitable access. These measures provide both quantitative and qualitative insights into curriculum access and enrollment equity.|As a single-school LEA, Walden Academy has maintained consistent access to a broad course of study for all students. Data from PLCs, stakeholder surveys, and student input confirms that all students—including English learners, low-income students, foster youth, and those with exceptional needs—are enrolled in core academic subjects along with enrichment opportunities such as art, PE, science lab, agriculture/STEM, and project-based learning. There are no disparities in access or enrollment across student groups. Over time, intentional monitoring 2025-26 Local Performance Indicator Self-Reflection for Walden Academy Charter School Page 16 of 19 has ensured all students continue to benefit from inclusive and balanced educational experiences, without gaps across any grade spans or demographic subgroups.|While Walden Academy has successfully provided broad course access to all students, the primary barriers to further enhancement are limited staffing and instructional time. As a small school, offering additional elective courses, advanced academic options, or expanded support services is constrained by available personnel and scheduling flexibility. These structural limits occasionally restrict the frequency or depth of supplemental programming.|To further strengthen equitable access to a broad course of study, Walden Academy has expanded staffing by hiring a dedicated AG/STEM teacher, enhancing hands-on learning opportunities for all students. Additionally, the school has integrated project-based and cross-curricular learning models to enrich core instruction within the existing schedule. In the coming year, the school will explore block scheduling options and creative staffing models to expand enrichment offerings without compromising instructional time in core subjects. Regular stakeholder input will continue to guide these refinements.|Met||2025-06-24|2025
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.|The locally selected measures by Success One! Charter School demonstrate that our programs and services are developed and equally provided to all students including English Learners, Students with special needs, foster and homeless youth, and low income students, regardless of income, race, primary language, disability, and/or family situation. All of our students have access to a broad course of study. In addition, Success One! Charter includes a variety of curricula tools to guide students learning while our curriculum is based on Common Core State Standards and A-G aligned and tailored to address the skills that many of our adult learners need. We provide a learning environment where students are exposed to different types of learning and teaching within the independent study model. Teachers at Success One! effectively collaborate in ongoing discussions on how to better differentiate for our learners and their needs off and on campus. We ensure our curriculum is challenging and vigorous by adhering to and incorporating Common Core State Standards across all core classes. In addition to a broad course of study, Success One! Charter School offers an ELD program that utilizes an extensive set of standards and competencies to guide curriculum and instruction, a variety of CTE pathways and courses, and work closely with the special education team to help students working under Individualized Educational Plans.|All students at Success One! Charter school have access to a broad course of study as mentioned in section one and two. Furthermore, there are no barriers on our end that would prevent our students from accessing the appropriate coursework, curriculum, materials, additional support and resources.|Success One! Charter teachers and administration assess and evaluate curriculum on 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||2025-06-27|2025
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 throughout the year in both English Language Arts and Mathematics ensuring students are being adequately served and progressing academically through the curriculum. As of the 24-25 school year, a CCAP (College and Career Access Pathways) agreement with the local community college (Butte College) was executed and dual enrollment courses are now available to students taught on campus.|In grades k - 12 all students have access to bimonthly teacher support during personalized learning meetings as well as access in-person and online tutoring to receive academic support. In grades k - 3 students have access to a daily homeroom 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 identify personalized strategies to increase student capacity and academic skills in a broad course of study. Beyond this, the results of local surveys and the outcomes of the Community Engagement Initiative it is clear that additional supports are needed to assist families with socioemotional needs. With this, additional actions were added to the LCAP to support a new position at the school for a certified Wellness Coach.|Met||2025-06-27|2025
11625540000000|Capay Joint Union Elementary|7|Our LEA monitors student access to a broad course of study for grades TK–8 using a combination of classroom-level instructional documentation and digital tools. i-Ready diagnostic assessments help track student engagement and progress in English Language Arts and mathematics across all grade levels. We also use SchoolWise, our student information system, to monitor enrollment and participation in other core areas such as science, social studies, physical education, and visual/performing arts. Instructional leaders and site administrators review class rosters and instructional schedules to ensure all student groups—including English learners, students with disabilities, and socioeconomically disadvantaged students—are equitably participating in the full range of instructional content required by Education Code.|Based on analysis of i-Ready data, SchoolWise enrollment information, and classroom instructional reviews, our LEA finds that all TK–8 students have consistent access to a broad course of study aligned with state requirements. Students are enrolled in core academic areas (English Language Arts, mathematics, science, and social studies), along with physical education and visual/performing arts. Instructional schedules across school sites are comparable, with no significant gaps in content access identified between schools. While all students, including English learners and students with disabilities, participate in the full range of subjects, we are monitoring instances where intervention or support services may unintentionally reduce time spent in enrichment subjects such as art or PE. Over the past two years, our LEA has improved consistency in arts and science exposure, especially in upper elementary grades, and we continue to expand offerings to ensure equity for all student groups.|Our LEA is committed to ensuring that all students, including English learners and students with disabilities, have access to a full instructional program. We do not remove students from PE or music instruction for interventions or support services, which helps preserve equity in those areas. However, a few barriers remain. Limited staffing in specialized subjects such as visual arts, or music can reduce the depth or frequency of instruction in those areas, especially in upper elementary grades. Additionally, variations in teacher credentials or expertise across school sites may affect the consistency of instruction in non-core subjects. These barriers impact our ability to provide a uniformly rich, broad course of study for all student groups.|Given the results of our review, our LEA is taking targeted steps to ensure all TK–8 students continue to have equitable access to a broad course of study. As a small district with one principal serving as the site leader, we are focusing on actions that build staff-wide capacity. This year, we are providing professional development in Positive Behavioral Interventions and Supports (PBIS) to strengthen school climate and ensure that behavioral expectations support learning across all subjects.|Met||2025-06-23|2025
11625960000000|Lake Elementary|7|100% of students have access, and are enrolled in, a broad course of study as well as access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science. In grades K-8, we utilize the following to measure access and enrollment: The SARC report, teacher planners, Williams Uniform Complaint quarterly reports, and informal observations.|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||2025-06-24|2025
11625960139550|Lake View Charter|7|School tracks all course access via the Master Agreement for TK-12 students. All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system. Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and electives. The school has highlighted CTE course requirements during the development of the IGP. The IGPs are reviewed annually by the student’s teacher and counselor with the student/parent. Students also receive instructional funds allowing them to select course curriculum and to pursue enrichment opportunities in a field of study. Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board. The following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master agreement, IGPs, master schedule, student course schedule (semester), progress reports (grades 9th-12th), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition. The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups.|We do not have barriers in providing students access to a broad course of study. All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science. We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students. However, other evidence from interviews, observations, and documents suggest that the monitoring of IGP progress needs to be enhanced. Staff has developed a number of checklists or guides to support families and teachers toward shared clarity regarding all grade-level standards and state requirements (i.e., “I Can” statements, course outlines, course descriptions, at-a-glance documents, scope and sequence documents, pacing guides and high school graduation requirements).|Met||2025-06-04|2025
11626380000000|Plaza Elementary|7|Plaza School District s a small, rural K-8 district with 216 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||2025-06-25|2025
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 Princeton Joint Unified School District, locally selected measures track student access to and enrollment in a broad course of study. Here's a summary based on these tools:  1. Course Enrollment Data: Analysis shows that most students have access to a variety of subjects, including core academics, arts, physical education, and career technical education (CTE).  2. Student Information Systems: Tools like Aries provide insights into enrollment patterns, revealing robust access overall but differences across student groups and school sites.  Differences Across School Sites and Student Groups:  1. Grade Spans: -Princeton Elementary: Consistent access to core subjects, arts, PE, and SEL lessons across grades. -Princeton Junior High: Greater course variety, though all students follow the same evolving course of study. -Princeton High: The most diverse course offerings, including Agriculture and CTE courses.  2. Unduplicated Student Groups: -Socioeconomically Disadvantaged (SED)**: Full access to courses with additional support through tutoring services. -English Learners (ELs)**: Enrolled in many courses but often need extra help in challenging subjects, supported by sheltered instruction and bilingual resources. -Special Education**: IEPs ensure access to a broad curriculum tailored to students' individual needs.|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 career training 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||2025-06-26|2025
11626530000000|Stony Creek Joint Unified|7|Stony Creek Joint Unified School District uses locally selected tools to ensure all students have access to a broad course of study. Course enrollment data is tracked by grade level and subject to verify access for all student groups. Student performance indicators—including test scores and grades—are monitored to evaluate whether students are benefiting from this access and to guide timely supports.  Attendance data is also analyzed to ensure consistent participation across courses, especially among underserved student groups. For students with exceptional needs, course access and performance are tracked separately to ensure equity.  In addition to quantitative data, the district collects feedback through surveys and stakeholder input. This feedback helps assess the quality and reach of course offerings and informs adjustments to better meet student needs.  These measures help SCJUSD ensure that every student—regardless of background or ability—has meaningful access to a well-rounded and inclusive curriculum.|Stony Creek Joint Unified School District monitors course enrollment, iReady diagnostic data, and performance metrics to ensure all students access a broad course of study. Attendance records and incentives help address disparities in participation, while student, parent, and teacher surveys provide insights into curriculum effectiveness.  Students with exceptional needs are closely monitored for course access and performance to ensure equity. A high school counselor supports A–G alignment and college readiness.  While most students have access to a broad curriculum, site-level differences exist. Some schools offer more advanced courses and extracurriculars, leading to variation in student experience. To address this, the district is working to standardize offerings and improve resource allocation.  Progress has been made through enhanced tracking and stakeholder feedback, leading to more targeted supports. The district remains committed to ensuring all students, regardless of background or need, benefit from a comprehensive and inclusive education.|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.|In response to local data, Stony Creek Joint Unified School District has taken several steps to improve equitable access to a broad course of study. The district is focusing on recruiting and retaining qualified teachers—especially in specialized subjects—through incentives, professional development, and improved compensation.  To better support students with exceptional needs, additional staff have been hired and teacher training has expanded. Access to advanced coursework is being increased via online platforms and college partnerships, addressing geographic and socioeconomic barriers. Transportation options are also being improved to support participation.  Attendance interventions and incentives are being standardized across sites to boost engagement. The district continues to strengthen data collection to monitor course access and participation, using feedback from surveys and performance metrics to guide ongoing adjustments.  These actions reflect a focused effort to ensure all students—regardless of background—benefit from a broad, inclusive curriculum.|Met||2025-06-26|2025
11626610000000|Willows Unified|7|Willows Unified School District (WUSD) monitors access to a broad course of study using a variety of locally selected tools across grade spans. At the elementary level, principals and instructional teams review site schedules and program rosters, as well as collaboratively design school schedules for interventions, ELD, and other MTSS support elements; to ensure all students receive instruction in core academic subjects as well as physical education, visual and performing arts, and enrichment blocks. At the middle and high school levels, access is tracked through course catalogs, master schedules, counselor/student meetings, and annual academic planning aligned with graduation and A-G requirements. Disaggregated enrollment data is reviewed to ensure unduplicated students and students with exceptional needs have equitable access to elective and intervention offerings. WUSD also uses tools such as student surveys, grade distribution analysis, curriculum maps aligned to the Common Core State Standards, and staffing data to assess instructional access and quality. Students with disabilities have access to general education courses with supports detailed in their IEPs. Furthermore, the District’s expanding implementation of the Community Schools model will further align academic and enrichment offerings to student interest and community input, improving access for historically underserved populations.|Across Willows Unified School District (WUSD), students have increasing opportunities to access and enroll in a broad course of study aligned with their needs, interests, and postsecondary goals. Course access is supported through individualized academic planning, inclusive scheduling, and programmatic offerings across all sites. Recent data reflects inconsistent progress in several areas: While the percentage of students graduating with college preparatory (a-g) requirements declined 9.2% in 2023/24, the percentage of graduates who passed an Advanced Placement increased by approximately .8% from 2022/23 to 2023/24. In addition, the percentage of graduates who completed a Career and Technical Education course of study decreased by 17 students: 60 CTE Completers in 2023/24 as compared to 77 CTE Completers in 2022/23 according to CALPADS reports; while the number of students participating in a junior college program increased 11.8% (256 students) in 2024/25, from the 48.7% (231 students) of 2023/24. While access is generally equitable across sites, enrollment data reveals that some unduplicated student groups— including low-income and English Learner students—remain underrepresented in AP and CTE pathways. WUSD is actively reviewing enrollment trends by subgroup and expanding supports such as targeted counseling, course planning, and program awareness campaigns to close these gaps. The Community Schools initiative will also help align academic and enrichment offerings with stud|Willows Unified School District (WUSD) has identified several ongoing barriers that limit full access to a broad course of study for all students. Staffing shortages—particularly in specialized credential areas such as world languages, electives, CTE, and AP courses—remain a primary constraint. Limited funding to support part-time staff, electives, or low-enrollment sections further restricts course availability, especially for smaller, rural schools. Additionally, conflicts in student schedules and class size minimums create challenges for students with enrolling in desired courses, particularly when balancing graduation requirements, accessing support services, and selecting electives. Physical infrastructure and access to up-to-date equipment and materials also affect our ability to expand hands-on and technology-integrated course offerings. These issues disproportionately impact students at smaller, rural schools and those from unduplicated student groups, who may lack the same access to pathway-aligned options due to resource limitations. In response, WUSD is conducting ongoing curriculum reviews, analyzing student course requests, and leveraging student survey data and WASC recommendations to guide future course planning. In addition, as part of our Community Schools initiative, we are also exploring community-based partnerships and shared staffing models to enhance access to a broader array of academic and enrichment opportunities across all schools.|WUSD schools provide access to a broad, though limited, course of study. Tools used to monitor access include master schedules, course catalogs, counselor meetings, student surveys, grades, staffing levels, curriculum assessments aligned to CCSS, and programs designed to meet student needs and graduation goals. Students may select courses based on interests and academic plans. In 2023–24, the percentage of graduates meeting a–g requirements declined by 9.2%, while those passing at least one AP exam increased by 0.8%. CTE pathway completion declined from 77 (2022–23) to 60 students (2023–24), per CALPADS data. However, dual enrollment rose 11.8% in 2024–25, with 256 students enrolled, compared to 231 in 2023–24. Barriers to broader access include limited staff or credentials, scheduling conflicts, insufficient funding, and limited access to facilities and materials. Smaller enrollment also affects course availability. WUSD is working to expand access by analyzing curriculum and student needs, exploring new CTE and elective options, and using WASC findings and student input to inform planning for 2025–26.|Met||2025-06-26|2025
11754810000000|Orland Joint Unified|7|The LEA has identified the following locally selected measures or tools to track the extent to which all students have access to and are enrolled in a broad course of study:  Course Enrollment Data: The LEA collects and analyzes course enrollment data to track the participation of students across grade spans and student groups. This data provides insights into the availability and access to a wide range of courses, ensuring equitable opportunities for all students.  Student Schedules: The LEA examines individual student schedules to ensure they reflect a broad course of study. By reviewing student schedules, the LEA can verify if students are enrolled in a diverse range of subjects across different disciplines, meeting the requirements and recommendations for their grade level.  Elective Course Offerings: The LEA assesses the availability and variety of elective courses offered to students within different grade spans and unduplicated student groups. This helps ensure that students have access to a broad range of elective options, allowing them to explore and pursue their interests beyond the core curriculum.  Participation Data: The LEA tracks student participation in extracurricular activities, clubs, and enrichment programs to measure the extent to which students are engaged in a broad course of study beyond regular classroom instruction. This data helps assess the overall breadth of educational opportunities available to students.|Students have the opportunity to pick and enroll in courses that meet their needs, interest and graduation requirements.  Overall, the LEA has made progress in ensuring access to a broad course of study for students. Efforts have been made to offer diverse elective courses and extracurricular activities, providing students with opportunities to explore various subjects and pursue their interests beyond the core curriculum. The data indicates an increase in the availability of elective courses and enrichment programs over time.|Based on the results of the locally selected measures and tools, several barriers have been identified that prevent the LEA from providing access to a broad course of study for all students. These barriers include:  Resource Constraints: Limited resources, such as funding, staffing, and facilities, can create barriers to offering a wide range of courses. Schools with fewer resources may struggle to provide diverse elective options or advanced courses, limiting the breadth of the curriculum available to students.  Scheduling Conflicts: Scheduling conflicts can hinder students' ability to enroll in a broad course of study. Factors such as limited course availability, overlapping class times, or conflicting requirements can restrict students from accessing certain subjects or electives that align with their interests or academic goals.  Lack of Qualified Staff: Insufficient numbers of qualified teachers or staff members can impact the availability of specialized courses or electives. If there is a shortage of educators in specific subject areas, it can limit the range of courses offered and impede access for students to pursue a diverse set of academic interests.|In response to the results of the tool or locally selected measures, the LEA has implemented or plans to implement several revisions, decisions, and new actions to ensure access to a broad course of study for all students. These include:  Resource Allocation: The LEA has revised its resource allocation process to ensure equitable distribution of resources across schools. This includes allocating funds, staffing, and facilities based on student needs, with a focus on addressing disparities and providing equal access to a broad range of courses.  Course Expansion and Diversification: The LEA has taken steps to expand and diversify its course offerings. This includes adding new elective courses and specialized programs to provide students with a wider array of academic options. Efforts are made to align course offerings with student interests, career pathways, and college readiness.  Scheduling Flexibility: The LEA has implemented scheduling adjustments to maximize access to a broad course of study. This may involve revising scheduling practices, creating alternative schedules, or utilizing technology platforms to offer more flexible course options, particularly for students facing scheduling conflicts or limitations.  Professional Development: The LEA has prioritized professional development opportunities for teachers and staff. Training sessions and workshops are provided to enhance educators' skills in delivering a broad course of study and implementing inclusive instruction.|Met||2025-06-26|2025
11765620000000|Hamilton Unified|7|Hamilton Unified School District (HUSD) uses several locally selected tools to track access to a broad course of study across all grade spans and student groups. Key measures include enrollment data from Aeries (the district’s Student Information System), which is disaggregated by grade span, English Learner status, socioeconomically disadvantaged status, and students with disabilities. Site-level master schedule reviews ensure all students, including those in special education and unduplicated groups, are enrolled in core subjects as well as electives such as visual and performing arts, STEM, and CTE.  Feedback from the 2024–25 Strategic Planning Survey informs decisions on expanding course offerings. Parents and staff expressed support for more vocational and college-credit opportunities, leading to ongoing partnerships with Butte College and GCOE. IEP and 504 Plan reviews further ensure that students with exceptional needs access general education and enrichment courses with appropriate supports. These tools collectively guide the district’s efforts to ensure equity and access to a broad and balanced curriculum.|Using data from Aeries and feedback from the 2024–25 Strategic Planning Survey, Hamilton Unified School District (HUSD) finds that most students have consistent access to a broad course of study across core content and enrichment areas. At the elementary level, all students receive instruction in ELA, math, science, social studies, PE, and arts integration. In middle and high school, students access electives in agriculture, music, art, and career technical education (CTE), with increasing enrollment in dual enrollment and vocational courses.  However, some differences exist. Families of English Learners and students with disabilities reported a need for expanded access to electives and college-prep courses. Students at Ella Barkley High, a continuation school, have fewer elective offerings due to scheduling constraints, though supports are in place to ensure core academic access.  Progress over time is evident in the expansion of CTE pathways, college-credit courses through Butte College, and special education inclusion practices. The district continues working to reduce disparities in course access for underrepresented student groups.|Based on results from the 2024–25 Strategic Planning Survey and enrollment data reviews, Hamilton Unified School District (HUSD) has identified several barriers to providing full access to a broad course of study for all students. Limited staffing and scheduling flexibility, particularly at the continuation school (Ella Barkley High), restrict the number and variety of electives and CTE offerings available. Small school size and rural location also make it difficult to sustain specialized programs such as advanced arts, music, or dual language instruction.  Additionally, some students with disabilities and English Learners experience limited access to electives due to overlapping intervention or support services that take place during elective blocks. Transportation and resource constraints can further limit access to off-site dual enrollment or vocational programs.  To address these barriers, HUSD is pursuing solutions such as online course options, increasing partnerships with local colleges, and strengthening inclusive scheduling practices to ensure all students—regardless of site or subgroup—can participate in a rich, varied curriculum.|In response to the 2024–25 Strategic Planning Survey and enrollment analysis, Hamilton Unified School District (HUSD) is implementing several actions to expand access to a broad course of study. To address course availability and student demand, HUSD is partnering with Butte College to increase dual enrollment and career pathway options, particularly in agriculture and health sciences. The district is also investing in virtual learning platforms to offer additional electives for students at smaller or alternative sites like Ella Barkley High.  To improve access for English Learners and students with disabilities, HUSD is refining master schedules to reduce conflicts between support services and elective courses. Additionally, professional development in inclusive scheduling and differentiated instruction is being expanded to ensure equitable participation in enrichment programs.  The district is also enhancing CTE offerings and continuing to use family and student input to guide course development. These efforts reflect HUSD’s commitment to providing all students—across all grade spans and subgroups—with a comprehensive, engaging educational experience.|Met||2025-06-25|2025
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.|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 appropriate for our student population. Traditional CTE programs (two year completer courses) are difficult due to ongoing referrals and student enrollments weekly.  Geographically decentralized sites means that CTE offerings must travel to each site as transporting students from throughout the county to  a centralized Lab or shop is time prohibitive.    In the 24-25 school year we opened 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 post-secondary 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||2025-06-11|2025
12101240134163|Northcoast Preparatory and Performing Arts Academy|7|All students at our school pursue the IB middle years curriculum 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 counseling 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||2025-06-18|2025
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||2025-06-26|2025
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 and enrichment.  Any students who are low achieving in reading receive Leveled Literacy Intervention.  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 include teacher mentorship and collaboration. 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. The most significant barriers to access to a broad course of study is family's economic crisis and chronic absenteeism.  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.|Met||2025-06-30|2025
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 2024/2025 District LCAP identified 7 outcome targets related to providing students access to a broad course of study. These outcomes included targets related to technology access, core class enrollment, elective enrollment/participation (including STEAM activities, music, dance, and theatre), enrichment field trips, and extra curricular participation.|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 two years and the District is excited to see this program continue into the 2025/2026 school year.|Met||2025-06-18|2025
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||2025-06-16|2025
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||2025-06-18|2025
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||2025-06-18|2025
12626796120562|Coastal Grove Charter|7|Coastal Grove uses a wide range of data points to track students' access to a broad course of study. Administrators, teachers, and staff analyze class-based and school-wide data to monitor student progress and access across groups. Administrators monitor student engagement and participation. Schedules are reviewed before the beginning of every school year. Conferences are held regularly to support at-risk students. Portfolio work and academic progress is regularly measured.   Student achievement and progress is monitored using the following data sources:  DIBELS Reading Assessments and Block Assessments Writing Assessments and Math Assessments Progress Reports and Grades CAASPP Testing Results English Learner Data (Reclassification and English Learner Progress)|All students have access to a broad course of study including Language Arts, Math, Science, History, Art, Spanish, Music and PE.|We have been successful and are continually working to ensure we maintain access for all students.|We are maintaining our current approach and will work on continuous improvement with continuing professional development around best practices in teaching and ongoing evaluation of educational materials.|Met||2025-06-25|2025
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, 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 barriers to l|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||2025-06-18|2025
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 Principal 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 Academic 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||2025-06-18|2025
12626870124263|Laurel Tree Charter|7|JupiterEd SIS System.   High School Course Tracking sheets for each 9th-12th grade student.   Inclusive classrooms and scheduling that ensure participation for all students in core academics and enrichment opportunities (theater, travel, electives).|All our students have access to the same broad course of study.  We are small enough that we provide the same opportunities for all our students, just varying levels of support.  Everyone takes the ERWC courses, everyone is involved in the plays, everyone has access to the classes we provide.  We have small class sizes and a high ratio of staff support for students that need assistance accessing the classes.|The barrier we have to work hardest on is the money we need in order to provide the supports that allow all students to access the broad course of study.|Continued use of one-on-one aides, small class sizes, and teachers as decision makers.|Met||2025-06-24|2025
12626950000000|Big Lagoon Union Elementary|7|Big Lagoon School District uses the Williams monitoring cycle as our measure and tracking tool  the extent to which all students have access to, and are enrolled in, a broad course of study. Williams monitoring requires a curriculum inventory annually, which allows the district to assess the subjects offered and quality of instructional materials.|As a small, single-school district, all of our students have access to a broad course of study. This includes Yurok culture and language programming.|The barrier that prevents Big Lagoon from offering a more robust broad course of study is the limited budget with which we work. With more funding, the district would invest in curriculum to better support teaching and learning.|The district collaborates with local partners in order to provide some of the programming that allows for a broad course of study, and will continue to do so.|Met||2025-06-24|2025
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 & Gardening Classes •	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||2025-06-25|2025
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. The certificated staff is currently engaged in Professional Learning Communities (PLC) training to specifically address teaching and learning.  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 fieldtrips to expose students to events, activities, entertainment, museums, and programs not available within the district.|The recently awarded Community Schools implementation grant has allowed the district to expand its current scope and quality of educational and social experiences offered to all students. The grant will also allow the district to move forward with plans to implement a preschool program.|Met||2025-06-17|2025
12627370000000|Cuddeback Union Elementary|7|As a small-sized district, it is an easier task to ensure that all students, including unduplicated students and SWD, have access to and are enrolled in broad course of study, as shown by teacher lesson plans, class schedules, report cards showing courses offered and enrollment records.|At Cuddeback School every student has the same opportunity and availability to enroll in any course of study offered at that classroom grade level. All students, including unduplicated students and SWD, are provided any necessary accommodations in order to access offered courses of study.|A lack of qualified and available teachers in the areas of music and world language are main barriers to providing such access.|The District continues to provide what music & other arts courses possible without sufficient qualified staffing. District has purchased and soon implementing a digital based arts curriculum to use LEA-wide in all grade levels.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|Met||2025-06-25|2025
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||2025-06-24|2025
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||2025-06-09|2025
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||2025-06-25|2025
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||2025-06-16|2025
12628286116289|Freshwater Charter Middle|7|All students at Freshwater Charter Middle School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time.  IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including 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 in the District.|FCMS will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.|Met||2025-06-16|2025
12628360000000|Garfield Elementary|7|Locally selected tools that Garfield uses include our Local Control Accountability Plan (LCAP)|Garfield School District is a single school district. All students have access to a broad course of study as indicated in our Local Control Accountabilty Plan|Garfield is able to offer 100% of our students a broad course of study.|Garfield School District will continue to offer 100% of students a broad course of study.|Met||2025-06-12|2025
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: 75% agree, 25% Neutral  Staff Survey results: 100% 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 in literacy.  The teacher felt somewhat limited by our small size. 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. We will not be implementing new actions since we are lapsing into a nearby district after this year.|We have only one school site with 3 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 in literacy. 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 about 6-8 times yearly. We close due to lack of enrollment at the end of this school year.|Met||2025-06-26|2025
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||2025-06-17|2025
12628930000000|Jacoby Creek Elementary|7|The LEA uses a combination of locally selected tools to monitor student access to and enrollment in a broad course of study. These include:  Student Information System (SIS): Tracks course enrollment data by grade level, unduplicated student group (e.g., English learners, low-income, foster youth), and students with exceptional needs.  Master Schedule Reviews: Ensures course offerings across all grade spans (TK–12) include core subjects, electives, Career Technical Education (CTE), visual/performing arts, and physical education.  Equity Gap Analysis Reports: Disaggregate enrollment data to identify and address disparities in access among student subgroups.  IEP/504 Plan Reviews: Monitor access to general education courses for students with exceptional needs to support inclusive practices.|The LEA uses a combination of locally selected tools to monitor student access to and enrollment in a broad course of study. These include: Student Information System (SIS): Tracks course enrollment data by grade level, unduplicated student group (e.g., English learners, low-income, foster youth), and students with exceptional needs.   Master Schedule Reviews: Ensures course offerings across all grade spans (TK–8) include core subjects, , visual/performing arts, and physical education.   Equity Gap Analysis Reports: Disaggregate enrollment data to identify and address disparities in access among student subgroups.   IEP/504 Plan Reviews: Monitor access to general education courses for students with exceptional needs to support inclusive practices.|No barriers were identified.|Maintain current program which allows access to a broad course of study for all students.|Met||2025-06-09|2025
12629010000000|Klamath-Trinity Joint Unified|7|We make sure all students are equipped with state adopted curriculum in all subjects. At the high school, students are offered A-G coursework or enrolled in one of our CTE approved courses of study. We comply with the yearly Williams Review, that ensures that all students have textbooks and computers, and that their school is in good shape to learn. We use the AERIES System for tracking student progress and parents have access to their children's information on-line in real time.|"At the Elementary Schools, all students use the same curriculum, with the exception of Weitchpec and Hoopa Elementary School who use the Houghton Mifflin Reading Program, rather than Success for All. At the high school, students are either on the A-G track, the diploma track, the CTE track, or dually enrolled at our local College of the Redwoods to graduate from high school with an AA degree. Captain John Students have been utilizing curriculum from ""Cyber High"" which is a very user friendly online high school program of study. All graduating students at Captain John this year earned a diploma utilizing this program. We encourage the high school to adopt a similar program."|Many teachers at the high school do not modify their curriculum for the SPED population. They believe they are A-G teachers only and set their standards to that level and reluctant to modify their curriculum. Many of the SPED students at the high school therefore earn certificates of completion rather than diplomas. More training needs to be done with this group of teachers so that they can see that modifying their curriculum is acceptable and needed to offer diplomas to everyone regardless of their disability. Another area of improvement needs to happen with the local tribal languages. TVES currently does not offer native language, whereas the other elementary schools do offer native language instruction.|The LEA uses school site data and the Student Information System to track students' access to courses. All areas are being met except World Language access for 7th-8th graders at TVES. There is a plan in place to offer language beginning 25-26  9-12 Applied Arts (consumer ed, industrial arts, business, agriculture) and CTE are not accessed by CJ students at this time.|Met||2025-06-27|2025
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 24 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||2025-06-09|2025
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.|Loleta is a single school district and as such we do not experience differences in access across school sites. 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||2025-06-26|2025
12629350000000|Maple Creek Elementary|7|All students in grades TK-8 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||2025-06-16|2025
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 six 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, gardening, yearbook, journalism, and 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 any disparities.  MU|Met||2025-06-09|2025
12629680000000|Orick Elementary|7|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.|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||2025-06-11|2025
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||2025-06-12|2025
12629760115154|Trillium Charter|7|Trillium's program offers a broad course of study to all students in TK-5th grades, including our unduplicated student groups, students with exceptional needs, our McKinney-Vento student population, and students enrolled in our non-classroom-based program. All students are included in whole group lessons and hands-on activities for reinforcement of grade-level concepts in ELA, Math, Social Studies, Science, Visual Art, PE, and Health/Nutrition. Individual support is available for all students as determined necessary for their individualized academic progress. Non-classroom-based students meet weekly with their credentialed teacher, who gauges academic progress and coordinates community-based extracurricular options that support learning.|All students enrolled in Trillium's program have equal access to a broad course of study as described above. Our program frequently pairs guided field trips, guest presentations, virtual programs, or art-based projects with current topics of academic study to offer multiple entires for student engagement.|Our main barrier to equally providing all students with the broad course of study offered in our program is chronic absenteeism. Students who regularly miss days of school also miss hands-on group activities, introductory concept lessons, and engagement with group projects or field trips. These key components of our program make up a significant portion of science, STEM, social studies, and art instruction and are both fun and engaging, however, they cannot be easily replicated with make-up work, tutoring, or independent study. There are also some limitations to what we are able to offer students enrolled in our non-classroom-based program in terms of extracurricular activities, field trips, or hands-on group learning opportunities due to the mandated exclusion of those who are unvaccinated or under-vaccinated.|Our staff has been working on effective methods to decrease chronic absenteeism since returning to in-person school in 2021. Our P-1 and P-2 attendance increased in 24-25 compared to prior years in response to specific actions that include; short and long-term independent study options for site-based students that include synchronous learning, before-school snack options, transportation support for McKinney-Vento homeless youth, and persistent communication with families when students are absent. Program review from 24-25 identified these as our most successful actions and they have been included in our 25-26 LCAP.|Met||2025-06-06|2025
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||2025-06-10|2025
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 district is hiring an Art teacher for the 2025-2026 school year to enhance and enrich current academics that are already being offered.|Met||2025-06-26|2025
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, and continuing performing arts opportunities and searching for a music educator in the 2025-2026 school year.|Met||2025-06-17|2025
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||2025-06-26|2025
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||2025-06-10|2025
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||2025-06-26|2025
12630400000000|Southern Humboldt Joint Unified|7|Master schedules, Aeries course lists, IEP's and curriculum were reviewed to verify that all students are enrolled in a a broad course of study.|All brick and mortar schools have access to the same English, Mathematics, Social Science, Science, Foreign Language, Health, and Physical Education curriculum and courses depending on grade level. Our Independent Study program and continuation high school offer courses through Acellus as the online learning platform. These online classes are also available to all high school students who are recovering credits. Due to the specificity and safety of CTE courses which include a woodshop and metal shop, they are only offered at South Fork High School.|We would like to find a way to provide all CTE courses to students at Casterlin High. Due to the specificity and safety of CTE courses which include a woodshop and metal shop, they are only offered at South Fork High School.|We will continue to look for ways to offer CTE courses to Casterlin High students.|Met||2025-06-27|2025
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||2025-06-23|2025
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 by promoting participation in AP courses, dual enrollment courses, and CTE pathways.|In a small high school it's difficult to get our class sizes up considering that our students have full schedules.|We have added an Education CTE pathway, several dual enrollment courses, and coding classes.|Met||2025-06-18|2025
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||2025-06-30|2025
12755150000000|Eureka City Schools|7|Eureka City Schools tracks progress in meeting Priority 7 standards through the LCAP by undertaking a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|a. AVID is integrated across EHS, including elective classes for 9th-12th graders.  b. All 4th and 5th graders receive **music instruction**, while TK-3rd grades get 15-20 minutes weekly. Art (TK-3rd focus) and drama (4th-5th focus) were added at the elementary level in 2024-25. Additional Visual and Performing Arts (VAPA) sections were added at both middle schools and EHS, funded by Prop 28 Arts Education.  c. Instrument repair and replacement were supported at secondary sites, and many new instruments were purchased in 2024-25.  d. VAPA materials and supplies were provided for students.  e. Co-taught classes for resource students are offered at EHS (9th-12th ELA/math) and middle schools (6th-8th).  f. Loop English classes at EHS offer college prep for 9th-12th grade EL students (ELPAC level 3+). EHS now has 3 ELD sections, and Winship and Zane have 4, an increase across all sites. Elementary schools use Systematic ELD units.  G. GATE identification was completed in 4th grade.  h. County History Day was successful for some ECS 6th, 8th, 10th and 11th graders. Many student VAPA projects were displayed, including the second annual ECS Arts Extravaganza.  i. Career Technical Education  at EHS remains strong, with upgraded woodshop equipment funded by additional support.  j. Yearbook and leadership classes are available at Zane, and Agriculture Science and media production at Winship.  k. Nineteen EHS students received the Seal of Biliteracy for 2024-2025.|Students who graduate from ECS should be prepared to experience success in a global society through multiple pathways including access to visual and performing arts, CTE, and AVID classes.  ECS also offers music starting in 4th grade.  All students, including unduplicated students and students with exceptional needs, will have access to a broad course of study as prescribed by Education Code.  Along with ELA and math at all levels, this includes science, social studies, VAPA and PE at the elementary levels and health, world languages, CTE, and a variety of electives at the secondary level.  There are staffing challenges in certain areas (such as special education, 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.   d. Maintain available visual arts supplies and materials for students to ensure access.    e. Continue to communicate a protocol for identifying potential GATE students, especially targeting students new to the District after 4th grade. Expand GATE activities at the middle schools.   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 the 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 the unduplicated count   I. Sustain pathways to achieve biliteracy, including offering Spanish 1 at the middle schools.  j. Classroom aide allocation 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||2025-06-25|2025
12755151230150|Pacific View Charter 2.0|7|Pacific View Charter School 2.0 utilizes a comprehensive Student Information System (SIS) called SchoolWise as its primary tool for tracking student access to and enrollment in a broad course of study. Designed specifically for California schools, SchoolWise supports complete CALPADS file extracts and includes functionalities such as attendance tracking, standards-based grade reporting, report cards, and a web-based A–F/standards-based teacher grade book. It also integrates a parent alert system and detailed staff and family databases, which enable monitoring across grade spans, unduplicated student groups, and students with exceptional needs.  To enhance data precision and target-specific analysis, Pacific View Charter supplements SchoolWise with additional platforms, including APEX Learning, Google Education tools, Renaissance Learning, CAASPP.org, and DataQuest through the California Department of Education. These tools provide further insights into course engagement, academic progress, and testing outcomes, ensuring that all students—especially those in high-need categories—have equitable access to a broad and rigorous course of study aligned with state standards.|range of locally selected tools, Pacific View Charter School 2.0 ensures that all students across both of its sites—MARC and HSRC—have access to and are enrolled in a broad course of study aligned to California content standards. Both sites utilize SchoolWise as the central Student Information System, supporting real-time grade tracking, parent-teacher communication, and digital gradebooks accessible to families and staff.  Students at both sites are provided with Chromebooks and have full access to digital learning platforms including Renaissance Learning (STAR Reading/Math, Accelerated Reader/Math), IXL, and CAASPP.org, which offer data-driven insights and targeted instruction. Staff use these platforms to monitor student progress, set achievement goals, and support special populations, including students with disabilities, through tools like text-to-speech and dictation features embedded in Google Education tools.  Google Education (G Suite) is also fully integrated across both sites to support instructional delivery, student engagement, and family communication. Every student has their own Google account to access Google Classroom and collaborative tools. In addition, the MARC site uniquely uses APEX, a digital California standards-based curriculum for junior/senior high school students. APEX enables differentiated instruction, independent or group pacing, embedded tutoring, and parent alerts for missed assignments—enhancing engagement and remediation opportunities.  All|Based on the results of the locally selected tools and data systems, Pacific View Charter School 2.0 has identified several barriers that may limit full access to a broad course of study for all students: 	1.	Technology Access and Digital Literacy at Home: While all students have access to Chromebooks on-site, some families may lack consistent internet connectivity or the digital literacy skills necessary to support students at home—especially in rural or economically disadvantaged areas. This can hinder engagement with platforms like APEX, Google Education, and CAASPP resources outside of school hours. 	2.	Limited Course Offerings in a Small-School Setting: As a smaller LEA with two independent study sites, PVCS 2.0 faces challenges in offering a wide range of elective, advanced, and career-technical education (CTE) courses. This limits student choice and may restrict exposure to broader academic and vocational pathways. 	3.	Staffing Constraints: Limited staff capacity can affect the ability to provide specialized instruction, small group support, or expanded programming (e.g., foreign languages, STEM enrichment). In addition, some teachers may require further training to fully integrate and differentiate digital learning platforms like APEX for diverse learners. 	4.	Engagement of Students with Exceptional Needs: Although digital tools offer built-in accommodations, some students with disabilities may require more personalized, in-person instructional support to access the f|In response to the identified barriers and data from locally selected measures, Pacific View Charter School 2.0 is implementing several key revisions and new actions to ensure all students have equitable access to a broad course of study: 	1.	Curriculum Expansion: To address the limitations of a small-school setting, PVCS 2.0 is reviewing additional online course offerings and virtual electives—including CTE pathways and enrichment courses—to supplement core instruction and increase student choice. 	3.	Professional Development: Ongoing staff training will be provided to support differentiated instruction, MTSS, PBIS, and using digital tools, particularly APEX and Renaissance Learning, with a focus on meeting the needs of diverse learners and students with exceptional needs. 	4.	Parent Engagement Tools: The LEA is considering piloting ParentSquare or a similar application to enhance real-time communication, streamline school-to-home messaging, and improve family engagement in academic planning and progress monitoring.|Met||2025-06-17|2025
12768020000000|Fortuna Elementary|7|1. Student Group Data: The District disaggregates enrollment data based on unduplicated student groups, such as students from diverse racial and ethnic backgrounds, English language learners, students with disabilities, and economically disadvantaged students. This allows the District to identify any disparities or inequities in course access and enrollment among these student groups. 2. Individualized Education Programs (IEPs): For students with exceptional needs served through Individualized Education Programs (IEPs), the District tracks the extent to which these students have access to and are enrolled in appropriate and inclusive educational opportunities. 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 tar|Based on locally selected measures, the analysis reveals that the extent of access to and enrollment in a broad course of study might slightly vary across school sites and student groups within the District, but that is mainly due to differing grade levels at some of our schools. 1. School Site Differences: There may be slight variations in access to and enrollment in a broad course of study among our two elementary sites and our two middle school sites. Some schools may offer specialized electives, but overall, differences are minimal. 2. Student Group Differences: Some disparities may exist across student groups in terms of access to and enrollment in a broad course of study. Unduplicated student groups, such as students from diverse racial and ethnic backgrounds, English language learners, students with disabilities, and economically disadvantaged students, may face greater challenges in accessing all opportunities provided to them. These disparities may stem from various factors, including systemic inequities, resource allocation, and availability of support services. 3. Progress Over Time: The District has made efforts to improve access to a broad course of study over time. Local data suggests that there have been positive changes, such as implementing inclusive practices and restorative Practices and providing additional resources to address inequities.|1. Resource Allocation Disparities: Disparities in resource allocation can create barriers to access. Schools with fewer resources may struggle to offer a wide variety of courses or provide necessary support services. This can disproportionately impact schools serving a majority of economically disadvantaged students or perpetuate inequities in access to a broad course of study.  In practice, the District works diligently to allocate resources to all of its schools as equitably as possible, but always takes into consideration the UPP at each site when distributing funds. 2. Teacher Qualifications and Expertise: The availability of qualified teachers does pose a barrier. Schools sometimes face challenges in hiring and retaining teachers, which can limit opportunities for some students. Inadequate professional development opportunities to enhance teacher skills and knowledge can also hinder access to a broad course of study. The district has had difficulty hiring single-subject teachers, in particular, to serve at the middle school.  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 a lack of awareness can also hinder students' access.|1. All FESD students undergo academic assessments a minimum of three times per year using Renaissance Learning's STAR math and STAR ELA assessment tools that track academic growth over time. Students in grades 3-8 are also provided scheduled opportunities throughout the year to practice their test-taking skills by completing the online Interim Assessments offered through the CAASPP system. On an annual basis, students in grades three through eight are assessed by the state's standardized achievement assessment (CAASPP), which documents year-to-year growth in students' mastery of grade-level standards. Each year, the District certifies through Board action that all students in all schools have access to a broad course of study, verified and documented through Board action, verifying the sufficiency of instructional materials for all students in all grades at all schools. 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. 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.|Met||2025-06-12|2025
12768020124164|Redwood Preparatory Charter|7|Using our student information system, budget expenditures, class observations/peer coaching, and surveys, we track the extent to which all students 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.|"?This past year, our Wellness Committee has diligently focused on enhancing physical education (PE) by emphasizing strength, stamina, and flexibility. This targeted approach included the collection and analysis of student pre- and post-data to track individual progress in physical fitness. This data-driven strategy ensures that our PE program effectively supports students in making measurable gains in their physical well-being, contributing to their overall academic progress. Building on this success, for the upcoming academic year, the Wellness Committee plans to expand its focus to ""food as fuel"" through the school nutrition program. This new initiative will involve integrating educational components about healthy eating and nutrition directly into the curriculum and school environment, working in conjunction with our school nutrition services. This will ensure that students not only engage in physical activity but also understand the vital role of nutrition in supporting their health, energy, and academic performance, thereby enriching their access to a truly broad course of study."|Met||2025-06-18|2025
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||2025-06-23|2025
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||2025-06-23|2025
13630730000000|Brawley Elementary|7|Brawley Elementary School District (BESD) uses site master schedules, individual student schedules, SIS data reports, IEP documentation, and administrator interviews to monitor student access to a broad course of study. These tools help ensure that all students—including English learners, foster youth, low-income students, and students with disabilities—are enrolled in the full range of required courses outlined in Education Codes 51210 and 51220.  This includes English language arts, math, social studies, science, PE, visual and performing arts, and courses that prepare students for future success. Our junior high/middle school students also have access to electives like art, music, computer science, STEM, and leadership. For elementary students, access is broadened through integrated curricular units that connect multiple subjects. All BESD schools also explore how to expand access through afterschool and extended-day learning opportunities.  To ensure equity, BESD conducts site-level reviews, disaggregates participation data by subgroup, and uses IEPs to guide access for students with disabilities. Family and student surveys help guide course offerings and keep engagement high. BESD is committed to providing every student with a well-rounded, high-quality educational experience.|BESD ensures that 100% of students are enrolled in core academic subjects, including ELA, math, science, social studies and PE. All English Learners receive designated and integrated English Language Development daily to support their language growth. TK–5 students participate in a standards-aligned art program, and elementary sites offer music and dance to all students. Music is also provided to grades 5–6. Middle school students access a variety of electives including Spanish, art, music, Maker Space, Journalism, and Graphic Design. This year, an 8th-period elective option improved access for more students.  BESD is expanding its Dual Language Immersion (DLI) program to serve TK–4th grade in 2025–26 and is actively recruiting new students. Spanish is also offered in afterschool programs at elementary sites. BESD will pilot a new mathematics curriculum aligned with the 2023 Mathematics Framework during 2025–26 to enhance math instruction.  Access to a broad course of study remains equitable across student groups and school sites. BESD’s expanded learning opportunities continue to improve access to enrichment and academic support. Additionally, we are increasing the percentage of time students with disabilities spend in general education classrooms to promote inclusive education. BESD remains committed to providing all students with a rich, broad, and engaging education.|While BESD is committed to providing a broad course of study, several barriers remain. Not all elementary students participate in the music program due to scheduling and resource limits. Families have expressed strong interest in Spanish, but the Dual Language Immersion (DLI) program currently serves only TK–3rd grade and will expand to TK–4th grade in 2025–26, limiting access for older elementary students. At the junior high, some students enrolled in English Language Development for intervention classes have limited access to electives due to scheduling conflicts. English Learner Mentors support reclassification efforts at all sites, and BESD regularly gathers feedback from families and students to inform improvements. After-school programs offer many electives, but transportation and timing sometimes restrict participation. Students with disabilities have access to core content classes, yet BESD has not fully met the Least Restrictive Environment (LRE) target for time spent in general education classrooms. Funding, staffing, scheduling, and facility constraints continue to challenge expansion of course offerings. However, BESD is actively addressing these barriers through strategic planning, innovative scheduling, and exploring community partnerships to provide additional learning opportunities in our extended learning schedule. We are committed to ongoing monitoring and improvement to ensure every student has equitable access to a rich, diverse, and inclusive education.|BESD is committed to ensuring all students have access to a broad course of study. We continue to increase mainstreaming by expanding Co-Teaching programs, supporting students with disabilities in general education classrooms. We have specialist teachers at the elementary level providing music and dance instruction for all students.  Recognizing the importance of biliteracy, BESD is expanding the Dual Language Immersion (DLI) program to TK–4th grade in 2025–26, increasing access for more elementary students. At middle schools, we are improving scheduling to increase access to electives, including Spanish, art, technology, and 8th period electives to broaden course options.  To support English Learners, we continue EL Mentors focused on reclassification and personalized support. BESD is also exploring innovative scheduling and staffing to address transportation and timing barriers impacting after-school participation.  We are committed to monitoring progress, gathering family and student feedback, and adjusting strategies to ensure equitable, inclusive access to a diverse curriculum that meets all learners’ needs.|Met||2025-06-24|2025
13630810000000|Brawley Union High|7|Locally selected measures to track access to a broad course of study include but are not limited to: Aeries Student Information System, CalPads, California College Guidance Initiative, Transcript audits and reviews, IEPs and the SEIS system, individual parent teacher conferences, counselor conferences with student and parent, and individualized learning plans. Aeries is used to store student data including master schedule and transcripts. This allows counselors to ensure that students have a schedule that optimizes their individual learning potential. Aeries is also used to track the progress of English learners so that the EL Coordinator can monitor and develop plans for English learners and Reclassified Fluent English Proficient students. SEIS is used to store IEPs for students with disabilities. Goals are developed and monitored by the student's assigned Case Manager to ensure proper student placement. The CA College Guidance Initiative provides students with an all inclusive guide for their college and career paths and enables educators to track their progress.|The district ensures that all students have access to board approved instructional materials, coursework that includes ROP and CTE courses such as: Agriculture and Natural Resources; Arts, Media Entertainment; Building and Construction, Health Science and Medical Technology; Hospitality, Tourism, and Recreation; Manufacturing and Product Development; Public Services; and Information Technology, 11 Advanced Placement courses, Dual Enrollment courses, EL Support for English learners, GATE/Honors courses, and Special Education services. All students are allowed enrollment in any of these courses without prerequisite courses required. As the district has become aware of the need for equity and access for all students, it has set aside funds for students to take AP exams, PSATs, and Dual Enrollment college courses free of charge. All schools are afforded the opportunities for dual enrollment college courses and CTE/ROP course participation. 50% of the CTE pathways have an articulation agreement with our local community college. Over 90% of our courses are A-G approved by Collegeboard.|Some barriers students face include those that need to take an ELD class may not have room in their schedule to take A-G elective courses. Students not at skill level who need an additional support class in mathematics may not have room in their class schedule to enroll in other elective courses. Master schedule limitations such as singleton courses may prevent a student from taking a specific class.|The district is in the infancy stages of implementing a Multi-Tiered System of Supports which will assist students in reaching academic success while addressing their behavioral and social-emotional needs. ELD support will be revisited to ensure students are provided full access to a broad course of study. The district will provide open access to all AP and Honors courses. BUHSD will increase inclusion options for Special Education students and has piloted team teaching this school year. A regular education teacher team teaches with a Special Education teacher in a regular education setting that includes Special Education students.|Met||2025-06-25|2025
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. 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. Aurora High School has expanded CTE offerings like Barber Academy and offers Fire Science classes. 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, Music, STEM, MESA, Advanced 7th Grade Math, Algebra 1, ASB, Band, Introduction to Careers, Spanish, FFA, 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 student centers (RTI). Makerspaces are available at all elementary sites.|During the high school CTE/elective fair, students explore course options and sign up based on their interests. Counselors use this information to create an interest list, and students complete course registration through Synergy. Master schedules are then built to reflect student preferences. Students also have access to dual and concurrent enrollment courses. To expand opportunities, the comprehensive and continuation high schools will align schedules so students can travel between campuses to take CTE classes.  At the junior high level, teachers provide data-based recommendations for core placements. Students are scheduled into core, ELD, and elective courses using placement filters. They also complete elective surveys or applications and may interview for courses like AVID, Literature, STEM, MESA, Band, and ASB. Both Enrique Camarena Jr. High and William Moreno Jr. High offer Introduction to Careers, Spanish II, and Algebra I.  At the elementary level, all students receive core instruction and participate in Response to Intervention (RTI) through small group centers. Makerspaces have been added to all schools to enrich learning. A new dual immersion program began this year at one site with transitional kindergarten and kindergarten. Next year, two first-grade classrooms will be added to continue the program for current students.|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 articulation. 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 student center schedules with regular instruction poses logistical challenges. Curriculum development for health and VAPA, along with related training, is a work in progress. Managing teacher transfers between sites affects instructional continuity and the availability of specialized courses. Addressing these barriers requires strategic planning and collaboration 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 and CCGI 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||2025-06-26|2025
13631070000000|Calipatria Unified|7|As outlined in LCAP Goal 4, Action Item N, Calipatria Unified School District is actively evaluating access to a broad course of study through multiple key indicators. These include: (a) the California School Dashboard College and Career Indicator (4.D), (b) CTE completer rates (4.L), (c) UC/CSU completer rates (4.L), (d) Advanced Placement participation rates (4.G), and (e) site master schedules and instructional minutes reporting (4.N). Additionally, the district utilizes feedback from the LEA and LCAP Parent Survey to evaluate overall stakeholder satisfaction with instructional access and quality.|Calipatria Unified School District (CUSD) continues to meet and exceed the required annual instructional minutes at each school site, as reported to the CUSD School Board of Trustees. CALPADS Report.   2023-2024 Graduation Rate by Student Group (Combined Rate Percent) All Students: -91.9% Hispanic: 91.3% English Learners: 90.5% Socioeconomically Disadvantaged: 90.8% Long-Term English Learners: 88.9%  2023-2024 Career Technical Education Completers Total Students 21 Agriculture and Natural Resources, 2 Students Hospitality, Tourism, and Recreation, 17 Students  Information and Communication Technologies, 2 Students  2023-2024 Graduates and Completers  Total Graduates and Completers (Unduplicated): 69 Students Regular HS Diploma Graduates, 68 Students Graduates meeting all UC/CSU Requirements,  30 Students Graduates with Golden State Seal Merit Diploma, 21 Students Graduates with Seal of Biliteracy, 11 Students SWDS Certificate of Completion, 1 Student|In Fall 2024, the Calipatria Unified School District (CUSD) proudly celebrated a significant milestone: considerable gains in recruiting qualified and experienced educators. This advancement has notably enhanced support for students with disabilities. However, despite this progress, the district is still facing a critical challenge: leadership instability at the high school level. Over the past three years, the high school has experienced three different principals. This revolving door of leadership has disrupted the momentum necessary for sustained instructional growth, fractured the continuity needed to build strong relationships with staff and families, and hindered the establishment of a cohesive school culture. Leadership continuity is not only desirable but also essential. A stable administrative presence is the cornerstone of academic progress, staff cohesion, and a thriving school environment where students feel supported and educators are empowered.  Adding to these challenges is the broader issue of declining enrollment and the ongoing impacts of pandemic-related learning loss. As the district moves forward, it remains committed to addressing these obstacles through strategic planning, resourceful leadership, and an unwavering focus on equity and excellence for every student.|In response to local data and identified needs, Calipatria Unified School District (CUSD) has taken decisive and strategic actions to ensure that all students have equitable access to a broad and rigorous course of study. These initiatives are designed to have a significant impact on student learning. Central to this work is the district’s continued investment in flexible master scheduling, which expands course offerings, increases access to A–G approved classes, and integrates Career Technical Education (CTE) pathways that prepare students for both college and career   Acknowledging the challenges of staffing shortages, the district is strengthening its recruitment and retention strategies to ensure a highly qualified workforce capable of delivering both core and specialized instruction. At the same time, CUSD continues to provide robust professional development aligned with best practices, including Universal Design for Learning (UDL), culturally responsive instruction, and standards-aligned teaching. These trainings aim to build staff capacity and ensure high-quality, differentiated instruction.  Through the actions outlined in the Local Control and Accountability Plan (LCAP), CUSD also supports class size reduction in core academic areas, enabling more personalized learning and student engagement. These comprehensive and equity-driven initiatives reflect the district’s unwavering commitment to removing barriers and expanding opportunities for all.|Met||2025-06-23|2025
13631150000000|Central Union High|7|The EL Program monitors English Learners who are enrolled in course offerings each year as part of program monitoring. We counsel students with regard to school offerings to ensure that students understand options available to them with regard to courses and programs. We check to see how many of our students are enrolled in CTE courses, Academies (SACHS, SAVAPA, Legal/Law, etc.), AVID, visual and performing arts/elective classes, and AP/IB courses to ensure that they have access to these courses and pathways. Data is collected from AERIES during the Spring to determine these numbers for reporting to stakeholders and for determining how to better serve our students.  Counselors evaluate transcripts every semester for both graduation and a-g requirements and hold meetings as needed with students (and parents) to determine next steps in coursework.  Other tools used to determine gaps in our offerings are Dashboards in AERIES, Master Schedules, Transcript Evaluation Service reports, Student Academic Plans, and CAL-PADS reports.   As we have progressed through the Differentiated Assistance process in the District, we are also analyzing data and having hard conversations about systems and processes that need adjusting.|Our EL Program Progress Report contains information about the program and courses offered specifically for EL students.  Students in SPED and the EL program have less access to some courses due to the limitations of their schedules and their need to take some support classes for academics. We recognize a need to offer classes during a 9th period to give these students an added option, but we also recognize that many students do not want to stay at longer than necessary. We are adding additional instructional support to some CTE classes to ensure that safety and language are supported in these classrooms to ensure that students are not excluded.   Percentage of total number of students enrolled in visual and performing arts courses: Students with IEPs:  48.14% (up from 34.7% previously) ELs: 225 students - 30.57% (up from 21.5% previously) Foster Youth:  65% (up from 34.8% previously) Homeless:  40.4% (up from 21% previously)  Percentage of students prepared for College/Career as evidenced by the 2024 Dashboard: All Students - 45.7% (up from 40% previously) English Learners - 22.8% (up from 17.7% previously) LTELS - 20.1% Homeless - 31% (up from 21.3% previously) SWD - 7% (down from 9.7% previously)  We are making gains in access to and enrollment in a broad course of study for all students.|Students in our EL program are sometimes limited in their access to elective courses, because there is a need for a two-hour English language course block (or the need to take an English support class). Students who are not making progress in their language proficiency are required to take SAIL or ALAS in order to support thei growth in the English language. This takes up space in the student's day where an elective course might have been taken. One new CTE program, Public Health, will pilot utilization of CTE for language development to ensure accessibility for our EL students. Another pathway has made proposals for utilization of the EL support class teacher also being assigned to the Academy classes to help ensure placement of students in the pathway while supporting them in the support class with language needs. Access issues is also true for our Students with Disabilities as many of them need a TIPS class for added academic support with their classes.  Master Schedule plays a role as well in the offerings available to students as some courses are only offered at specific times of the day which may not align with all students' schedules. Choices have to be made about how to best support students in completing graduation requirements. Additionally, some of our CTE pathways and elective courses are impacted causing students to be placed on waiting lists. Additional courses might be added with additional staff being hired, but we do not now have the facilities to expand.|Students in the EL program have the ability to waive out of taking their second hour of English if they would like to challenge themselves and take a course in CTE, an Academy, AP/IB, AVID, Visual and Performing Art, or other program that would benefit them as a student or learner. Students can be brought back into the second hour of English/support if or when they are not experiencing success in their coursework as a result of being taken out of the support class in order to build their English proficiency. Teacher professional learning is taking place to ensure that all teachers are equipped with tools to support students with both language and access. Designated and Integrated ELD startegies were taught and shared with all teachers in the 22-23 school year. This work has continued through trainings offered throughout the this school year in the ELD standards, four domains of language, and use of Ellevation for determining strategies appropriate for student level and content being taught. Additionally, training for supporting students with disabilities will continue as a strand of professional learning throughout the year. A program has been purchased (EdMod) to assist staff with easy access to IEPs and tools for assisting students in their areas of need. We continue to work with Master Schedules to ensure that we are meeting student needs. Through the use of Cardonex, we are easily able to identify conflicts in schedules and meet the needs of more students.|Met||2025-06-24|2025
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.|Grades K-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.  All students have access to music and visual and performing arts. Orchestra and band can be accessed starting in the fifth grade. Elementary students can also access visual and performing arts 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.|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||2025-06-24|2025
13631230118455|Ballington Academy for the Arts and Sciences|7|There is a master schedule to ensure that no students miss out on a broad course of study.|All students have access to all courses.|There are no barriers. We offer a broad course of study, and all students have access.|We will continue to offer a broad course of study as outlined in our school charter and ensure that all students have access.|Met||2025-05-27|2025
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||2025-06-24|2025
13631310000000|Heber Elementary|7|The Heber Elementary School District (HESD) 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 a comprehensive review of the Master Schedule of Instruction, ensuring alignment with student needs and interests across grade spans. To further assess student preferences and ensure inclusivity, HESD conducts a Student Survey on Preferred Electives. Feedback from key student-driven groups such as the ASB (Associated Student Body), Circle of Friends, Leadership, and Student Voice Council is also gathered, providing direct input on the courses offered and student satisfaction. This combined data is analyzed to assess whether all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to these courses. The analysis includes reviewing staff qualifications to identify those eligible and certified to teach such courses and addressing any credentialing needs. The goal is to ensure that all student voices are heard and considered in the planning and implementation of the curriculum. At HESD, ALL means all—ensuring that every student, regardless of background or ability, has the opportunity to engage in a broad and meaningful course of study.|The Heber Elementary School District is committed to providing all students with access to a broad and well-rounded course of study. Using our locally selected tools, such as enrollment data and participation tracking, we monitor student engagement in core subjects and enrichment programs. Dogwood Elementary offers a Visual and Performing Arts Teacher, ensuring students have access to arts education aligned with state standards. Additionally, the Dogwood Discovery Den serves as a STEAM Center, offering students hands-on experiences in Science, Technology, Engineering, Arts, and Mathematics. Heber School provides a STEM Center and offers a variety of electives, including Spanish, Music, Art, and an Exploratory Wheel. These programs ensure students engage in a broad course of study, with plans to introduce Career and Technical Education (CTE) courses soon. Over the years, the district has made significant progress in broadening curriculum offerings, particularly for underserved groups such as English Learners. While differences across school sites exist, particularly in extracurricular access, the district continues to monitor these gaps and implement strategies to ensure equitable participation for all students.|While HESD takes a balanced and holistic approach to student development, providing both academic support and access to a broad course of study, we continue to face some barriers. One challenge is balancing academic support with electives, as many students need additional academic help, which often limits time for electives. We understand the importance of supporting academic success while also considering the overall well-being of our students, and we strive to find this balance. Another significant challenge has been the difficulty in hiring qualified staff for Career and Technical Education (CTE) courses. However, we are pleased to report that we have recently hired a CTE-qualified instructor, which will help expand course offerings and support students' career readiness. Additionally, time constraints within the master schedule remain a barrier, as we work to fit specialized courses and academic interventions into an already packed schedule, while ensuring that every student’s needs are met. These challenges require continued effort and creative solutions to provide equitable access to a broad and well-rounded educational experience for all students.|In response to the results of our locally selected measures, HESD will continue to prioritize a balanced and holistic approach to ensuring all students have access to a broad course of study. While we remain committed to current measures such as analyzing the Master Schedule, gathering student feedback, and assessing staff qualifications, we recognize the importance of being more deliberate in our approach. Moving forward, we will take a deeper, more strategic look at the needs of our students versus the available resources and opportunities for growth. One revision we will implement is conducting a thorough needs assessment with a focus on student outcomes and available resources. This will involve analyzing course offerings and student participation, particularly for unduplicated student groups and students with exceptional needs, to ensure equity. Additionally, we will assess staff capacity and qualifications to determine where we can expand elective offerings or support. A new approach we plan to explore is creating dedicated planning time for staff to collaborate on course offerings and academic interventions, ensuring we continue to align our resources with student needs. This process will be carefully studied to ensure that changes made truly enhance access to a broad course of study, while also maintaining our commitment to students’ academic and personal well-being.|Met||2025-06-16|2025
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||2025-06-18|2025
13631640000000|Imperial Unified|7|The District employs a multifaceted approach to measuring its progress and ensuring that all students have equitable educational opportunities. Firstly, the District relies on Synergy, a robust student information system, to monitor and analyze master schedules, helping administrators ensure that course offerings and student placements align with equity goals. Staff members also conduct regular classroom walk-throughs, which allow for firsthand observation of teaching practices and classroom environments. These walk-throughs help verify that all students are receiving equal access to educational resources and high-quality instruction. To further support continuous improvement, the District organizes monthly meetings with school administrators. During these sessions, participants discuss the effectiveness of current strategies, identify areas for growth, and share best practices related to teaching and learning. These collaborative discussions enable the District to respond proactively to challenges and maximize opportunities for student success. Lastly, the county has provided the District with a specialized tool designed to track the implementation of strategic plans. This tool will play a crucial role in monitoring progress over multiple years, as it facilitates the collection, analysis, and comparison of relevant data year after year. Overall, this systematic approach ensures that decision-making is data-informed and that the District remains accountable for providing equi|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. The high school's musical theatre class is a success and our students are still able to showcase their talents. The middle and high school dance class that was added last year,  is also off to a great start.. These funds have been instrumental in providing course music and art courses starting at the elementary level to the high school.   	Imperial Cross is the only elementary school offering Dual Immersion. Students from Ben Hulse and 	TLW can request intra-district transfers to attend the Spanish dual immersion program at Cross. 		Beginning in 2025-2026, students in grades K4 at Cross will have access to dual immersion.    Frank Wright Middle significantly changed its master schedule last year and made a huge impact this year. This year the students had access to  intervention and support classes in English and math.This change allowed students who needed 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. The Public Safety pathway in law enforcement is now in its second year. The course continues to be very popular and is expected to grow again in the 2025-2026 school year. Also notable in high school is the new medical lab.|Some challenges continue to limit our district’s ability to offer a truly broad course of study. For example, we have experienced ongoing difficulty in recruiting and retaining qualified music and art teachers, which has impacted our ability to expand arts education. While our Dual Immersion program has shown strong growth and positive outcomes, it is currently offered at only one of our three elementary sites. We are actively exploring opportunities for expansion in the future to serve more students.  At the high school level, structural constraints also present barriers. The current six-period day, coupled with mandatory course requirements, limits students' access to a wider variety of elective options. Expanding access to electives—particularly in the arts, world languages, and career pathways—remains a priority as we evaluate future scheduling models and staffing needs.|The District will implement the following actions for the 2025-2026 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 through the adoption of a new math curriculum.|Met||2025-06-24|2025
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 Tk-8th 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.|Magnolia is a small district with limited resources both fiscally and personnel.  This hampers the district in providing more opportunities for students to expand their broad course of study.|The district is reviewing and adjusting the SPED schedule in an attempt to use a push in model when applicable to LRE.|Met||2025-06-17|2025
13631800000000|McCabe Union Elementary|7|As a single K-8 school district, the McCabe Union Elementary School District ensures pupil enrollment in a broad course of study that includes all of the subject areas described in Education Codes 51210 and 51220 (a)-(i) as it relates to curriculum, equity, and professional learning. All students have access to State and Board approved instructional materials and to instruction in the Visual and Performing Arts, and Health and Physical Education. In addition, all students in grades 7 and 8 are enrolled in Career Technical Education 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 continuing to emerge and will to be a priority in future 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, including music. 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||2025-06-16|2025
13631980000000|Meadows Union|7|•	Master Schedule and Course Enrollment Data: Reviewed annually to ensure all students, including English Learners, foster youth, low-income students, and students with disabilities, have equitable access to core academic subjects as well as enrichment opportunities such as music, art, STEM, and physical education. •	IEP and 504 Plan Reviews: Ensure that students with exceptional needs are provided access to the general education curriculum in the least restrictive environment, with appropriate accommodations and supports. •	Student Information System (SIS) Reports: Used to disaggregate course enrollment data by grade level and student group, allowing staff to monitor participation in specialized programs. •	Teacher Assignment Monitoring: Conducted to verify that appropriately credentialed teachers are assigned to teach all subject areas across grade levels. •	Annual LCAP Stakeholder Feedback: Gathered through surveys and community meetings to assess perceptions of access and equity in course offerings and adjust program availability accordingly.|Being a small Tk-8 single school district, it is easy to keep track and ensure that all students have access to a broad course of study.  The school counselor and principal collaborate regularly to ensure this is happening across all grade levels.|The challenges and barriers the district face are limited to the different offerings through our course of study and after-school programs.  Additionally, we are in constant collaboration with the feeder schools to align courses that students can benefit from when they transition to high school.|The district will work on enhancing the current pathway to ensure it meets the needs of the students and it is aligned to the feeder schools.|Met||2025-06-26|2025
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 st|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 classroom. 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 25-26 school year, to increase the access our students have to fine arts.|Met||2025-06-11|2025
13632140000000|San Pasqual Valley Unified|7|ES: All core subjects (Math, ELA, Science, SS, and PE), as well as weekly electives (Art, Computers, and Library).   San Pasqual Valley Unified uses several tools to monitor access to a broad course of study: master schedule and SIS enrollment data, A–G and College & Career Indicator tracking, IEP service logs, and annual course audits. These tools assess student access to core academics, CTE, Visual and Performing Arts, World Language, Dual Enrollment, and intervention courses. Data is disaggregated by student group, including EL, SED, Foster, Homeless, American Indian, and SWD. At the middle school, students select preferred electives, and those needing support are identified via SST or IEP referral.|At the elementary school, all core subjects are taught at each grade level and all students have access to 3 electives: Library, Art, and Computers. All students have access to core academics and, at the high school, to CTE (Ag/Ed), World Language, and Visual Arts. Dual enrollment is offered through AWC in English, Math, and Counseling. EL students receive Integrated and Designated ELD; SWDs access general ed with RSP or co-teaching. Data shows unduplicated and SWD students are proportionately enrolled in core/electives. However, EL and Native American student participation in AP, Fine Arts, and Dual Enrollment remains lower, showing an equity gap in enrichment access.|Barriers include limited course offerings due to small school size and FTE; intervention scheduling displaces electives; limited credential coverage restricts elective rotation; and scheduling conflicts impact access to Fine Arts, AP, and World Language. EL and Native American students are most affected. Transportation and staffing constraints prevent afterschool enrichment. These factors reduce access to a full and inclusive course of study for all students.|ES: Explore options for push-in programs for specialized services. Design a master schedule to ensure all students have access to the core curriculum.    To improve access, SPVUSD will add a Financial Literacy and Debate courses without replacing electives. We will redesign LifeSkills to respond to the skills students say they are interested in learning, and expand Dual Enrollment with AWC tutoring. Earlier outreach will support EL and Native American student participation in CTE and Fine Arts. The district Leverage the skills of the the current VAPA teacher to provide additional courses like Digital Arts. These steps aim to increase equity and protect enrichment access for all students.|Met||2025-06-24|2025
13632220000000|Seeley Union Elementary|7|Seeley Union School District employs several locally selected measures and tools to monitor and ensure equitable access to a broad course of study for all students, including those in specific grade spans, unduplicated student groups, and individuals with exceptional needs. These measures are detailed in the district's Local Control Accountability Plan (LCAP), which outlines goals, actions, and metrics aligned with California's eight state priorities. Key Measures and Tools: Course Enrollment Data: The district collects and analyzes enrollment data across various subjects, including core areas like mathematics, science, social studies, performing arts, health, physical education, and career and technical education. This data is disaggregated by student groups such as English learners, foster youth, low-income students, and students with disabilities to assess equitable access. Student Participation Rates: Participation rates in specialized programs and electives are tracked to ensure that all student groups have opportunities to engage in a comprehensive curriculum. This includes monitoring enrollment in advanced extracurricular activities and enrichment programs. Academic Performance Metrics: The district utilizes performance data from assessments like the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California|Using the locally selected measures and tools, Seeley Union School District’s data shows that most students across all grade spans have access to and are enrolled in a broad course of study that includes core academics, arts, physical education, and enrichment programs. Summary of Access and Enrollment: Overall Access: The majority of students participate in the full range of subjects, with steady progress over recent years in increasing offerings in visual and performing arts and career technical education. Progress Over Time: Over the past three years, the district has seen incremental growth in student participation across all groups in broad course offerings, supported by expanded digital learning resources and community partnerships.|Based on the results from locally selected measures and data analysis, several barriers currently prevent Seeley School from providing full access to a broad course of study for all students: Limited Course Offerings at Smaller Site: The smaller school site may have fewer elective and specialized courses available, limiting options for students compared to more urban areas. Awareness and Encouragement: More targeted outreach or encouragement for underrepresented groups to enroll in advanced or elective courses can result in lower participation rates among these students. Addressing these barriers will require targeted resource allocation, enhanced family communication and engagement strategies, staff training, and strategic planning to ensure equitable access to a broad and inclusive curriculum for all students.|In response to the results from locally selected measures, Seeley School has implemented and will continue to implement several key revisions and actions to ensure equitable access to a broad course of study for all students: The LEA is increasing partnerships to share resources and provide virtual or blended learning opportunities, thereby broadening elective and specialized course access regardless of campus size. Additionally, Seeley has established ongoing data review cycles to monitor enrollment patterns by student group and school site, allowing for timely adjustments to strategies and resource deployment. Through these comprehensive efforts, the LEA aims to eliminate access barriers and ensure that all students—regardless of background or need—can benefit from a diverse, challenging, and engaging course of study.|Met||2025-06-24|2025
13632300000000|Westmorland Union Elementary|7|WUESD uses a combination of tools to ensure all students, including unduplicated students and students with exceptional needs, have access to and are enrolled in a broad course of study. Our primary method is reviewing the master schedule and student enrollment rosters, which reflect instructional time by grade span and content area. Because we are a single-school district, this process allows us to closely monitor student access without significant variation across sites or classrooms. In addition to verifying access to core academic subjects—English Language Arts, Mathematics, Science, Social Science, and Physical Education—we also track services such as English Language Development (ELD) for English Learners and Special Education services for students with disabilities. We further analyze program participation data and extended learning schedules to ensure that all students—including foster youth, homeless youth, and migrant students—have access to enrichment opportunities in Visual and Performing Arts (VAPA), Health, and Career Technical Education (CTE). Teachers work collaboratively to refine curricular units that reflect content standards, cultural relevance, and enrichment integration. We also incorporate Social-Emotional Learning (SEL) lessons to support the development of the whole child. These tools support continuous reflection on student access, engagement, and equity, and help us plan strategically as we expand offerings across the day and year.|All WUESD students, across all grade levels and student groups, have equal access to a broad course of study. In grades TK–6, all students receive instruction in English Language Arts, Mathematics, Science, Social Science, Physical Education, and ELD (for English Learners). Students with disabilities receive individualized supports and inclusive access to all content areas. In grades 7–8, the same core subjects are offered, along with integrated Career Technical Education (CTE) activities provided through our partnership with the Imperial County Strong Workforce Consortium. Visual and Performing Arts (VAPA) are offered in an integrated manner during the day and through our afterschool and extended learning programs. Though we do not currently offer standalone World Language or Health courses, we are actively exploring both. Importantly, all student groups—including English Learners, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness—are enrolled equitably in these courses. Teachers work collaboratively to provide standards-aligned, grade-level content and enrich learning through project-based and culturally responsive approaches. We are proud that, even in a small district with limited resources, we offer all students a balanced and meaningful educational experience that prepares them for high school and the world beyond.|As a rural, one-school district with limited staffing and resources, WUESD faces natural constraints in offering a wider variety of standalone courses during the traditional school day. The structure of our master schedule, especially in the upper grades, must prioritize core subjects and interventions, limiting flexibility to add electives like World Languages or full Health courses. Additionally, limited funding and classroom space pose challenges to hiring specialized teachers or expanding curricular offerings. Despite these structural barriers, our staff is deeply committed to ensuring every student experiences a well-rounded education. Teachers work creatively to integrate enrichment content—such as VAPA and health topics—into core instruction. Extended learning programs provide additional access to STEM, arts, and wellness content. We are actively exploring partnerships, virtual learning platforms, and grant opportunities to bring in more options and expand access. While our setting may limit the number of courses we can offer, it does not limit our commitment. We remain focused on identifying and removing barriers so that every child has access to the broad, deep learning experiences they need to thrive.|In response to identified barriers and our review of course access data, WUESD has launched a number of strategic actions to expand student access to a broad and enriching course of study. At the elementary level, grade-level teams are working together to intentionally integrate Health and VAPA content into the curriculum, with shared planning and resource alignment. Middle school teachers are also exploring how to build health, arts, and career awareness into their classes through interdisciplinary projects and enrichment blocks. Our Expanded Learning Opportunities Program (ELOP) has been a key lever, allowing us to offer afterschool and summer learning in STEM, visual arts, performing arts, and wellness. We are also researching options to offer introductory World Language exposure through afterschool clubs or digital platforms. In addition, we are seeking community partnerships and grant funding to expand student access to experiences like field trips, guest artists, and hands-on career exploration. Every step we take is guided by our mission: to provide meaningful, rigorous learning experiences in a safe and caring environment. We believe that our students—no matter their background—deserve a wide and engaging education that sets them up for success in high school, college, career, and life.|Not Met|||2025
14101400000000|Inyo County Office of Education|7|The approach to this indicator, as well as the following ones, remains consistent with previous years, with only minor adjustments made. Our tools and strategies for providing access to a broad course of study have not changed. JKBS monitors the extent to which students have access to and are enrolled in a wide range of courses by evaluating transcripts and individual course plans, reviewing the Aeries course scheduling report, and referencing Edgenuity's California Course List.  When students enter the Local Education Agency (LEA) and participate in the intake process, school staff work with parents to develop a plan tailored to meet each student's individual needs and goals, including those of unduplicated students and students with exceptional needs, to facilitate their return to the district of residence. Both students and school staff regularly monitor this plan to ensure that each student stays on track to meet the graduation requirements of their school of origin.|At our LEA's sole school, all students have access to a variety of courses, with no enrollment disparities among different groups. We emphasize inclusivity, providing additional support to English Learner (EL) students and addressing the needs of students with exceptionalities.  Due to our small size, we can develop personalized education plans tailored to each student's needs at JKBS. For students with exceptional needs, we have case managers from their home districts who work on their Individualized Education Program (IEP) goals using a pullout model. The curriculum is adapted through collaboration between these case managers and teachers to ensure that IEP goals are met effectively. Additionally, our instructional aide offers one-on-one support for students with disabilities.  This unified approach ensures equitable access to a diverse range of courses, thereby minimizing barriers and fostering a supportive learning environment for all students at our school.|Due to low enrollment, accessing a broad course of study was historically challenging, as we had one teacher managing all grade levels 6-8. However, we have made a significant improvement by purchasing Edgenuity, an online learning platform that offers a diverse range of courses. This platform meets graduation requirements and caters to the unique needs of all students, ensuring appropriate curricula for various abilities and grade levels.  Additionally, we implemented a targeted intervention curriculum that provides critical assessment data to identify and address learning gaps. Our low student-to-teacher ratios enable us to provide essential one-on-one support. A dedicated case manager from the district supports students with exceptional needs by focusing on IEP goals through a pull-out model. In contrast, collaboration between the case manager and teacher enhances curriculum modifications.  Moreover, our instructional aide offers individualized support to students with disabilities, English learners, and other underserved populations, ensuring they receive the assistance needed to thrive academically. This proactive approach allows us to provide targeted, personalized support, empowering students to succeed and reach their full potential—something many traditional comprehensive school programs cannot offer.|JKBS offers a remarkable variety of programs, courses, and activities unique for a school of our size. We are committed to analyzing transcripts to ensure that students have access to a wide range of needed courses and will monitor each student's individual course plan. Additionally, we will continue our partnership with Edgenuity, which allows students to explore a diverse selection of courses and program options.  The Local Education Agency (LEA) has also introduced Career and Technical Education (CTE) pathways, options for college and career exploration, and Workplace Readiness Skills (WRS) courses. Students can now enroll in an entrepreneurship-focused course that involves running a coffee cart business, providing valuable Work-Based Learning (WBL) and WRS experiences.|Met||2025-06-24|2025
14101400117994|YouthBuild Charter School of California|7|We use LCAP surveys and our SIS to measure whether students have access to and are enrolled in a broad course of study.|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.The majority of YCSC students and parents agreed or strongly agreed in LCAP surveys that they had access to a broad course of study leading to success in continued education and careers and that they had had access to interesting instructional lessons and materials (including technology) that help them learn for success in the current world. The vast majority also agreed or strongly agreed that they were experiencing academic growth at YCSC and that their teachers were knowledgable in the subjects they teach. 74.5% of students and 88.2% of staff said students had multiple opportunities to participate in college and career exposure and preparation at YCSC.|YCSC is not a stand-alone school, but rather a school within 16 different youth development programs. As such, some school sites only have 10-20 students enrolled, and there are not as many courses offered at those sites.|We are looking into new ways that our sites can collaborate with one another and teachers from one site can come to other sites to teach subjects/courses that the students don't currently have offered at their site (such as a recording arts program or construction.) We are also looking into more opportunities for dual enrollment in community colleges for all sites so that students can take classes in fields that YCSC does not currently offer but that they are interested in exploring as a potential career option|Met||2025-06-26|2025
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 in 2024-25 our Certified Nurse Assistant courses and our integrated science courses were approved. This upcoming school year, we will work on approval of computer science and a women’s literature course. 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. However, our total number of students matriculating directly to a 4 year college still remains relatively low.  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 2025-26 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||2025-06-27|2025
14101400128454|College Bridge Academy|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 in 2024-25 our Certified Nurse Assistant courses and our integrated science courses were approved. This upcoming school year, we will work on approval of computer science and a women’s literature course. 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 2025-26 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||2025-06-27|2025
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||2025-06-02|2025
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||2025-06-17|2025
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) provide students with 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 ours, 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 to pursue during the completion of high school.|Our Math curriculum twofold in nature: 1) create 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). The use of diagnostic tests (IXL for example) can be used at the start of the school year to ascertain learning loss over the summer months. Also, the LEA is reviewing its ELA Curriculum as well as its ELD instructional and supplemental materials.|Met||2025-06-18|2025
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||2025-06-02|2025
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||2025-06-12|2025
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. Course offerings and diploma requirements were reviewed specifically for students with disabilities to ensure students were receiving the supports and accommodations needed to meet their academic goals.  Elementary and middle schools’ schedules were examined for instructional priorities.|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.  The District maintains a high number of diverse elective offerings for it's relative small size.|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||2025-06-12|2025
15101570000000|Kern County Office of Education|7|The Alternative Education program utilizes Aeries as its student information system.  All academic data is housed in Aeries, including gradebooks, transcripts, and CTE certifications.  The program's curriculum, Edmentum, provides a wide variety of courses and tracks course enrollment and completion.|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 English learners 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||2025-06-10|2025
15101570119669|Wonderful College Prep Academy|7|WCPA tracks broad course of study access through multiple locally selected measures: Master Schedule Analysis: WCPA monitors 100% student participation in elective courses and enrichment activities across all grade levels (TK-12), ensuring equitable access regardless of student group classification. Pathway Enrollment Tracking: The school monitors enrollment in three dual-enrollment pathways (Agriculture Prep/Business/Economics, Teach and Lead, and Health Sciences) to ensure all students, including unduplicated pupils and Students with Disabilities, have equitable access to college preparatory programming. Course Completion Monitoring: WCPA uses CALPADS data and internal tracking systems to monitor student completion of required A-G courses, with particular attention to English Learners and Students with Disabilities through their A-G Course Monitoring Tool developed with UC Merced. Physical Fitness Participation: The school tracks participation rates in Physical Fitness Test components for grades 5, 7, and 9, maintaining high participation rates (96-99%) across all student groups. Specialized Program Access: WCPA monitors enrollment in arts programs (TK-8), music programs (Band, Mariachi), STEM/Robotics (TK-12), and Spanish courses (9-12) to ensure broad course access. IEP Alignment: For Students with Disabilities, the school tracks alignment between IEP goals and grade-level standards to ensure access to core curriculum while providing appropriate supports.|Overall Access Achievement: WCPA demonstrates strong broad course of study access with 100% student participation in elective courses and enrichment activities across all grade levels (TK-12). Physical Fitness Test participation rates remain high at 96-99% across grades 5, 7, and 9. Equity Across Student Groups: All students, including unduplicated pupils and Students with Disabilities, have equitable access to three dual-enrollment pathways leading to both high school diplomas and associate degrees. A-G completion rates show positive trends, with notable improvements for English Learners (+37.5%) and Students with Disabilities (+32.9%) from 2022-23 to 2023-24. Comprehensive Programming: Students access diverse offerings including arts (TK-8), music programs (Band, Mariachi, Music Appreciation), STEM/Robotics (TK-12), and Spanish (9-12). The culinary program expanded from one to six classes due to student demand, demonstrating responsive programming. Areas for Continued Focus: While structural access is strong, WCPA continues strengthening supports for English Learners and Students with Disabilities through enhanced IEP alignment with grade-level standards and specialized interventions. Single-Site Advantage: As a single-site LEA, WCPA ensures consistent access across all grade levels without site-based disparities, with seamless transitions between Elementary (TK-6) and Secondary (7-12) programming maintaining equitable opportunities throughout students' educational journey.|Based on WCPA's locally selected measures and LCAP analysis, WCPA has effectively eliminated major barriers to broad course of study access: Universal Access Achieved: WCPA maintains 100% student participation in elective courses and enrichment activities across all grade levels (TK-12), with no identified barriers preventing access to core or supplemental programming. Equitable Pathway Access: All students, including unduplicated pupils and Students with Disabilities, have full access to three dual-enrollment pathways leading to both high school diplomas and associate degrees. A-G completion rates show strong improvements across all student groups. Comprehensive Support Systems: Robust staffing includes specialized teachers, counselors, and support staff ensuring all students can access and succeed in broad course offerings. Transportation services and technology access remove logistical barriers. Responsive Programming: The school demonstrates ability to expand popular programs (culinary expanded from one to six classes) and adapt offerings based on student interest and demand, ensuring relevant course access. Integrated Support Framework: Professional Learning Communities, Multi-Tiered System of Supports, and specialized interventions ensure that academic or language development needs do not prevent course access. IEP alignment with grade-level standards maintains rigorous expectations while providing appropriate supports.|Based on WCPA's locally selected measures showing strong broad course of study access, the LEA has implemented the following actions: Program Responsiveness: Expanding popular courses based on student demand (culinary grew from one to six classes) and continuing adaptive programming through regular enrollment analysis. Enhanced Support Systems: Strengthening Multi-Tiered System of Supports and Professional Learning Communities to ensure academic/behavioral needs don't limit course access. Maintaining specialized staffing including EL Coordinators and intervention specialists. Resource Investments: Sustaining 1:1 technology access, upgrading classroom infrastructure, and investing in specialized curriculum materials for diverse learners. Professional Development: Providing ongoing teacher training in Universal Design for Learning, integrated ELD strategies, and differentiated instruction to maintain rigorous course access for all students. Pathway Enhancement: Continuing Bakersfield Community College partnership for dual-enrollment expansion and implementing A-G course monitoring to preserve college preparatory access. Proactive Monitoring: Implementing enhanced early warning systems and regular enrollment analysis to identify potential access barriers before they impact student opportunities. These actions ensure sustained equitable access to comprehensive course offerings across all student groups and grade levels.|Met||2025-06-19|2025
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 and an elective.  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.  The Extended Learning Opportunities Program has added several offerings to further expand access, such as sports, arts, and tutoring.|Construction funding, space constraints and staffing limitations are a barrier to providing additional courses in the performing arts, such as drama.|All TK through 8th grade students attending Grow Academy Arvin, including unduplicated students and students with disabilities, have access to a broad course of study through a full inclusion instructional model. GAA provides all students with a state-approved curriculum that reflects academic differentiation, rigor, and alignment with California content standards.  Since most curriculum offerings are digitally based, GAA ensures content access for all students by providing one-to-one student licensing. Curriculum links are available on the school website, allowing newly enrolled students immediate access to resources.  Course content areas include:  Mathematics  Science  Social Studies/History  English Language Arts (including handwriting)  Physical Education  Music Education  Art Education Edible Schoolyard Instruction  Integrated, developmentally appropriate TK curriculum based on Preschool/TK Learning Foundations  Professional development builds teacher capacity to implement curriculum frameworks for all student populations. GAA uses the MTSS framework to provide tiered academic supports based on student needs. The assessment plan includes universal screening, progress monitoring, and frequent formative assessments to guide intervention and enrichment. English learners receive Designated ELD using state-approved curriculum. Students with special needs receive additional instructional support, typically through Special Education push-in services within inclusion classrooms|Met||2025-07-23|2025
15101570135467|Wonderful College Prep Academy - Lost Hills|7|WCPA-Lost Hills uses Master Schedule and CALPADS data to track 100% student participation in electives and course enrichment across grades TK-12. Physical Fitness Test participation is monitored for grades 5, 7, and 9. For English Learners, EL Achieve and Ellevation software track access and monitor language development progress. Students with Disabilities access is tracked through IEP implementation data and co-teaching model participation. All grades 9-12 students access three dual enrollment pathways: Agriculture Prep, Teach and Lead, and Health Sciences. A-G completion rates and College Career Indicator measures monitor postsecondary preparation equity. Naviance software tracks college visit participation ensuring equitable postsecondary exploration. Arts access is monitored through enrollment in music programs (band, mariachi), visual arts, robotics/STEM, and Spanish courses. The Early Warning System and MTSS framework provide ongoing monitoring to identify and address access barriers for all students, with particular focus on unduplicated pupils and students with exceptional needs. Regular data review ensures systematic tracking of broad course access across all student populations and grade spans.|WCPA-Lost Hills achieves universal access to broad course of study with 100% student participation in electives and enrichment across grades TK-12. No differences exist across student groups, with 98-100% Physical Fitness Test participation maintained. All grades 9-12 students access three dual enrollment pathways equally. A-G completion rate of 73.9% demonstrates strong college preparatory access across all populations. English Learners receive comprehensive ELD support with 47.9% making progress and reclassification rates improving from 9% to 15%. Students with Disabilities access general education through co-teaching and specialized supports. Universal arts/enrichment access includes music (TK-12), visual arts (TK-6), robotics/STEM (TK-12), and Spanish (9-12) with no enrollment barriers. As a single-site LEA, no site differences exist. Early Warning System monitoring ensures continued equitable access. Progress shows sustained universal participation with improved EL outcomes, demonstrating commitment to broad course access regardless of student background or needs.|WCPA-Lost Hills data, demonstrates no significant barriers preventing access to broad course of study for all students. Universal Access Achieved: Data shows 100% student participation in electives and course enrichment across all grade levels TK-12, with no enrollment differences across student groups including unduplicated pupils and Students with Disabilities. Comprehensive Support Systems: English Learners receive designated and integrated ELD support with improving outcomes, while Students with Disabilities access general education through co-teaching models and specialized interventions. Equitable College Preparation: All grades 9-12 students have equal access to three dual enrollment pathways, with A-G completion rate of 73.9% demonstrating strong college preparatory access. Robust Programming: Universal access exists for arts, music, STEM, and enrichment programs across appropriate grade spans with no identified barriers. Systematic Monitoring: Early Warning System and MTSS framework ensure ongoing identification and prompt resolution of any emerging access issues. Transportation and Technology: School provides necessary transportation and 1:1 technology devices eliminating typical access barriers. The data indicates WCPA has successfully eliminated traditional barriers to broad course access, maintaining universal participation across all student populations while providing comprehensive support systems to ensure meaningful engagement for diverse learners.|Based on successful universal access achievement, WCPA-Lost Hills will implement targeted enhancements to strengthen existing programming: Enhanced EL Support: Expanding integrated ELD training and adding specialized instructional aide for Long-Term English Learners to improve academic language development. Strengthened Inclusion: Continuing Professional Learning Communities promoting General/Special Education collaboration for enhanced inclusive practices. Expanded Offerings: Adding secondary mariachi, robotics clubs, dance, and ceramics based on student/family requests to broaden course options. Technology Upgrades: Improving classroom technology and server infrastructure to enhance digital learning access. Professional Development: Implementing Universal Design for Learning and IMSE literacy training to strengthen diverse learner support. Assessment Refinement: Strengthening data systems and early warning protocols for continued universal access monitoring. Family Engagement: Enhancing communication and workshop offerings to maintain strong partnerships. These actions build upon WCPA's universal access foundation, focusing on continuous improvement to ensure all students meaningfully engage with comprehensive course offerings rather than addressing access barriers.|Met||2025-06-19|2025
15101570142505|Central Academy of Arts and Technology|7|To track the extent to which all students have access to, and are enrolled in, a broad course of study, our LEA uses a combination of locally selected tools, including the master schedule, student enrollment data by course, and classroom walkthroughs. These tools allow us to monitor course offerings across grade spans (TK–5, 6–8, and 9) and ensure equitable access for all student groups, including unduplicated students (English learners, foster youth, and socioeconomically disadvantaged students) and students with disabilities.  We analyze enrollment patterns to ensure that students with exceptional needs are included in the full range of subjects, including English Language Arts, Math, Science, History-Social Science, Visual and Performing Arts, Physical Education, and Technology. Regular schedule reviews and student information system reports help us verify that all students, regardless of background or ability, have access to the full educational program and are not disproportionately excluded from enrichment or elective courses. These data points guide continuous improvement and help us ensure alignment with Priority 7 requirements.|Using our locally selected tools such as the master schedule, course enrollment data, and classroom walkthrough observations, we have confirmed that all students at our school have access to, and are enrolled in, a broad course of study that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and Technology. These offerings are consistently available across all grade spans served (TK–9), and we have designed our instructional program to ensure inclusion for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities.  Because we operate a single school site, there are no site-to-site disparities; however, we have closely monitored course access by student group. Our data shows that students with disabilities are included in all core academic and enrichment courses through our full inclusion model, and their participation in arts and technology electives mirrors that of their peers. Additionally, unduplicated students are proportionally represented in elective offerings and academic support courses, ensuring equitable access.  Over time, we have expanded our elective offerings particularly in arts and technology as part of our mission to provide a well-rounded education. This includes rotating visual and performing arts instruction, coding and STEM electives, and cross-grade enrichment experiences. Our walkthrough and feedback|Based on the results of our locally selected measures, master schedule analysis, enrollment data, and classroom walkthroughs, we have identified a few key barriers that impact our ability to fully provide access to a broad course of study for all students:  Limited staffing and credentialing flexibility, particularly in specialized subjects such as world languages, STEM electives, and certain performing arts areas. As a growing school, we are still building our team and occasionally face challenges recruiting credentialed teachers who can offer a full range of electives across all grade spans.  Schedule constraints, especially in the upper grades, where balancing core academic requirements with enrichment opportunities becomes more complex. Ensuring that all students, including those receiving intervention or support services, still have access to electives requires ongoing refinement of the master schedule.  Facilities limitations, as our current campus has limited dedicated space for specialized instruction like music, science labs, or performance-based arts. This can restrict the variety and depth of experiences we can offer, even when the curriculum is in place.  Access for students with IEPs, while philosophically aligned with full inclusion, still requires continuous work to ensure modifications and supports are in place so that these students can fully engage in the full range of content areas without being pulled out or scheduled into limited tracks.|In response to the results of our locally selected measures, our LEA has identified several key actions to ensure that all students, including English learners, students with disabilities, and other underserved groups, have full access to a broad course of study.  First, we are adding staff to ensure that academic interventions take place within the general education classroom and that courses such as arts, technology, and physical education also have supports in place. This includes scheduling supports during designated blocks that protect students’ ability to participate in electives alongside their peers.  Second, we are investing in staff recruitment and cross-training, particularly in areas where credentialing limitations have previously restricted course offerings. We are prioritizing hiring staff who bring additional certifications (e.g., CTE, STEM, visual/performing arts), and supporting current teachers in pursuing additional authorizations where needed.  Third, we are expanding our course offerings in arts and technology, including rotating elective blocks for grades TK–8 and beginning to build CTE and Dual Enrollment experiences in the upper grades. These are intentionally designed to be inclusive and standards-aligned, with co-teaching and accommodations available for students with IEPs.  Finally, we are reviewing our facilities planning and resource allocation to improve access to specialized learning spaces.|Not Met|||2025
15101570156364|Grow Public Schools|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 Shafter 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 Shafter 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 and an elective.  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. The Extended Learning Opportunities Program has added several offerings to further expand access, such as sports, arts, and tutoring.|Funding for construction, space constraints and staffing limitations are a barrier to providing additional courses in the performing arts, such as drama.|All TK through 8th grade students attending Grow Academy Shafter, including, unduplicated students and students with disabilities, have access to a broad course of study as our school instruction is based on a full inclusion model.  GA Shafter provides all students a state-approved curriculum that reflects both academic differentiation and rigor while also being aligned with current California content standards.    Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing one-to-one student licensing. Curriculum links are provided to students on the school website. As a result, newly enrolled students have immediate access to curriculum resources.   Course content areas include: Mathematics Science Social Studies/History English Language Arts, including handwriting Physical Education Music Education Art Education Edible Schoolyard Instruction Integrated, developmentally appropriate TK curriculum based on the Preschool/TK Learning Foundations.    Additionally, professional development focuses on building teacher capacity to implement curriculum frameworks for all student populations. To ensure content accessibility for all students, Grow Academy Shafter utilizes the MTSS framework, where academic supports are added depending on the student intervention needs. The assessment plan includes universal screening, progress monitoring, and frequent formative grade-level assessments to inform intervention and enrichment p|Met||2025-07-23|2025
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 six CTE pathways. The CTE pathways include: •	Architectural Design •	Engineering Technology •	Residential and Commercial Construction •	Cabinetry, Millwork, and Woodworking •	Design, Visual, and Media Arts •	HVAC   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||2025-05-19|2025
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 demonstrated by each student's unique ELPAC results. 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 single school district 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||2025-06-24|2025
15633130000000|Arvin Union|7|The district uses site-based master schedules constructed based on basic course offerings by grade.  Master schedules include all core classes as well as 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/Integrated ELD rubric, a Mathematics/Integrated ELD rubric, and a Designated ELD tool.  These rubrics are utilized to ensure delivery of course content and to meet differentiated needs.  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 and case management for foster and homeless measure awareness of programs and services.|Elementary master schedules are reviewed yearly 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 for elementary PE, Music, and Art teachers to ensure students TK-6 have full access to enrichment and an increase the variety of electives at the middle school offers additional choices for students.   Master schedules include specific blocks of time to address core subject areas with Integrated ELD and time for Designated English Language Development and 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.  As part of our Continuous Improvement Monitoring for Students with Special Needs, increased mainstreaming has been a focus with measurable improvement.|The district has noted several barriers as follows:  Coursework guidelines, credentialing needs, and program expectations impact access of Special Education Students to the district' s Alternate Learning Academy.  Additionally, 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, have been offered with Tele-services rather than in person directly impacting scheduling of students with less flexibility for working with core needs and IEP requirements.|AERIES, as a School Information System, allows 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 as we move into the 2025-2026 school year. The district continues in-depth analysis of certificated staff credentials and authorizations and will implement additional course offerings to all students as possible.  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 - this, along with implementing intervention to support students below grade level, requires significant scheduling and staffing attention.   The district continues to diligently recruit for specialized credential holders including BCLAD, Single Subject, and Special Education teachers.  2024-2025 was the first year of a Dual Immersion residency program within the district which provided sufficient new bilingual teachers to open a new Dual Immersion strand at the middle school.|Met||2025-06-24|2025
15633210000000|Bakersfield City|7|The Bakersfield City School District is committed to ensuring that all students have equitable access to and are enrolled in a broad course of study, as demonstrated through a comprehensive analysis of master schedules and class rosters. The district also upholds the foundational conditions for learning by assigning fully credentialed teachers, in accordance with the Every Student Succeeds Act (ESSA), who are appropriately placed in subject areas aligned to their credentials.  To support equitable access and monitor student enrollment patterns, our Educational Technology, Data, and Assessment Analysts regularly generate reports disaggregated by student groups, including foster youth, students experiencing homelessness, low-income students, English learners, students with disabilities, and English-only students. This data is used to examine course enrollment trends, identify potential disparities, and inform strategic decision-making. The results of these analyses enable the district to tailor programs, services, and supports to the unique needs of each student group, ensuring that all students have the opportunity to succeed academically.|The Bakersfield City School District ensures that 100% of students have access to a broad course of study through the full implementation of programs such as GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, National Youth Sports Program, and Virtual Enterprise. These programs are designed to increase student engagement, expand learning opportunities, and support the development of diverse talents and interests across all grade levels. By offering a variety of rigorous and enriching experiences, the district remains committed to meeting the academic and developmental needs of all students.|In response to California Dashboard results and locally selected measures, the Bakersfield City School District has affirmed that 100% of students have access to a broad course of study. To support and maintain this outcome:  Program Implementation: The District has fully implemented key programs designed to enrich student learning and engagement, including GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, the National Youth Sports Program, and has recently launched Virtual Enterprise.  Continuous Improvement Strategy: The District actively monitors participation data, engages with students and families through surveys and advisory groups, and adjusts course schedules and offerings as necessary.  Equity-Focused Decision-Making: Based on input and data analysis, the District ensures that program offerings remain inclusive and responsive to the needs of all student groups, including English Learners, socioeconomically disadvantaged students, and foster youth.  Future Actions: Moving forward, the District will build on its successes, refine its approach, and adopt new strategies as needed to uphold equitable and high-quality education for all students.|In response to the results of the tool and locally selected measures, the Bakersfield City School District has implemented targeted actions to ensure 100% of students have access to a broad course of study. Programs such as GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, and the National Youth Sports Program have been fully implemented, with Virtual Enterprise and Art Integration recently introduced to further expand learning opportunities and enhance student engagement. Moving forward, the district will continue to monitor participation data, solicit input from students and families, and make strategic adjustments to course offerings and scheduling to promote equitable access and meet the diverse needs of all learners.|Met||2025-06-24|2025
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||2025-06-10|2025
15633540000000|Blake Elementary|7|For the 2024/25 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 2024-2025 school year, 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. 100% of Blake School students were provided full access to a board course of studies as defined by the CDE.  The Board adopted a state approved course of study for ELA, Math, SS, Sci, Health/PEd and Art/Music for K-8th Grades.  The Board and staff will research and implement a Master Calendar of curriculum subjects and add this calendar to the school’s website.  2. All K-8 grade students are enrolled in a broad course of study.  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 and staff will continue to research and implement a Master Schedule for a broad course of study for student groups and across grade levels.  CTE has been implemented and students are engage in researching careers that fit their personalities/skills and learning about colleges.|Met||2025-06-12|2025
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||2025-06-24|2025
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, art, and nutrition lab access for all students this year we added an elective program for our 6th - 8th grade students. In addition opportunities to interact with local professionals was provided, including engineers, solar farm workers, and oil company professionals. This gave them an introduction to possible CTC opportunities they can expand on when they get to High School.|Met||2025-06-11|2025
15633880000000|Caliente Union Elementary|7|Class schedules are3 used as a point of tracking. The School Wise student data system records the students' classes and grades received while in the class.|There is only one school with 44 students in the school, 24 of the students are in the 5th0-8th grade and all 24 receive art, music, drama, sign language and health - including sex education framework as developed by California Department of Education.|The broad course of study is given to all students. The new staff / teachers will continue to develop the knowledge of the framework and best practices of teaching strategies as they become more familiar with the framework and receive professional learning time. The 2 teachers that teach the 24 students are intern teachers.|The principal will review the lesson plans and syllabus used for each of the courses. A grading scale will be articulated throughout the courses and classroom expectations established. Class room observations will continue to be important as the teachers work through class room management.|Met||2025-06-17|2025
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,  mariachi, AVID, Action Lab, writing and composition, art, robotics, and various career options at each site. This year, we expanded our high school level course offerings. In addition to 144 eighth grade students enrolling in Algebra, 29 students were  enrolled in Biology, and 301 students were enrolled in at least one section of Spanish at middle schools across the district.|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 was added to two sites next year will add drumline during the 2025-2026 school year.  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||2025-06-11|2025
15634040120139|Nueva Vista Language Academy|7|To gauge the extent of the broad course of study available to students in grades TK-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 TK-5 at all elementary sites have access to a broad course of study during the regular school day, including ELD, AVID, ELA, Reading and math interventions, PE, music, band, choir, and dance, as shown in site master schedules. Chromebooks are available for both classroom and home use. Music instruction begins with recorders in 3rd grade and expands to band in 4th. AVID is implemented schoolwide in grades K-5. Students also benefit from extended learning opportunities such as choir, Beast Academy, and the after-school POWER program, which supports academic, social, and health needs. POWER instructors receive professional development to ensure quality instruction. Nueva Vista Language Academy (NVLA) offers a dual immersion program for TK-5, emphasizing bilingualism, biliteracy, academic achievement, and sociocultural competence. NVLA’s goal is for all dual immersion students to attain bi-literacy and be college- and career-ready. Students also participate in enrichment events such as STEM Olympiad, Oral Language Festival, GATE Festival, Battle of the Books, and Science Fair.|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-5. 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||2025-06-11|2025
15634046009351|Cecil Avenue Math and Science Academy|7|CAMSA utilized several local measures to monitor the availability of a comprehensive curriculum for all students in grades 6–8, including site master schedules, student schedules, transcripts, and access to board-approved instructional materials. These measures ensure that students have equitable access to a diverse range of courses and resources necessary to meet their educational needs, supporting the goal of providing a well-rounded and inclusive academic program for all learners.|At CAMSA, students in grades 6–8 have access to a diverse range of programs and enrichment opportunities that support academic, creative, and social development. Programs include GATE, AVID, band, choir, PLTW automation and robotics, and physical education. AVID is offered across all grade levels, with teachers receiving training at the AVID Summer Institutes in San Diego and San Francisco. Music is a core offering, with students participating in a pull-out program during the day and dedicated band periods in the afternoon, ensuring that all students—regardless of language proficiency or instructional level—have access to music. Beyond the regular school day, students can engage in activities such as athletics, ASB, guitar club, jazz band, choir, robotics, ELOP, POWER, and STEAM enrichment. Elective options are broad, allowing students to select courses based on their interests through an elective interest survey; choices include band, choir, AVID, Action Lab, writing and composition, art, robotics, drama, strength and fitness, and career exploration. Advanced students can take Algebra at the local high school during zero period, further extending their learning opportunities. Additionally, students are encouraged to participate in academic competitions and enrichment events such as math field day, speech contests, oral language festivals, GATE festivals, and science fairs.|Cecil Avenue Math and Science Academy (CAMSA) strives to provide all students with a comprehensive curriculum that meets their diverse needs and interests. However, a key challenge the school faces is staffing. The availability of qualified and trained personnel is critical to ensuring that CAMSA can offer a full range of courses. When staffing shortages occur, certain courses may not be available, which can impact students’ access to a well-rounded education and limit opportunities for enrichment. This challenge highlights the need for ongoing efforts to recruit, develop, and retain staff to ensure equitable access to high-quality educational experiences for all students.|Cecil Avenue Math and Science Academy (CAMSA) is dedicated to ensuring equitable access to a diverse curriculum by closely monitoring its site master schedule and adapting course offerings based on student interests and needs. To accommodate growing interest in the arts, a new music class was introduced during 7th period, allowing students to participate in citywide events. The AVID program continues to expand, with 6th-grade students beginning a two-year course sequence upon enrollment. CAMSA is also broadening its academic offerings by introducing high school-level courses in biology, algebra 1, and Spanish, giving students an early start in advanced subjects. The STEAM lab is set to receive significant upgrades in software and equipment, ensuring students have access to cutting-edge technology and hands-on learning opportunities. The PLTW automation and robotics program remains a key focus, providing students with valuable coding and robotics skills that prepare them for advanced studies, including Bakersfield College's Industrial Automation program, where such skills are in high demand. Additionally, the POWER program has seen increased enrollment, offering enrichment, intervention, and physical education activities after school, supporting both academic success and providing a safe, engaging space for students whose parents work late.|Met||2025-06-11|2025
15634046009369|Del Vista Math and Science Academy|7|To track the extent to which all students have access to their grade-appropriate course of study for students in grades TK-5, Del Vista Math and Science Academy utilizes the following locally selected measures: master schedule analysis, individual student scheduling records, student transcript reviews, English Language Development (ELD) program participation, intervention service tracking, POWER plus enrichment opportunities, and verification of access to district-approved instructional materials.|All students in grades K-5 are provided opportunities to engage in specialized programs including GATE, AVID, instrumental music, and physical education. AVID continues to be implemented across all grade levels schoolwide. Teaching staff completed comprehensive training through the summer institute in Anaheim to support program implementation. Instrumental music instruction is available for students in grades 3-5 through a structured pull-out model during the school day. Every student at Del Vista Math & Science Academy has equitable access to music participation opportunities, regardless of their English proficiency or academic level. Beyond the regular school day, students can access diverse learning experiences through ASB, ELOP, and POWER programs. Complementing core instruction, students are encouraged to participate in enrichment activities such as math field day, speech competitions, oral language festival, GATE festival, and the annual science fair.|Del Vista Math and Science Academy is committed to ensuring all students have access to a comprehensive course of study. The primary barrier the school encounters in maintaining full program access is adequate staffing levels. When specialized or trained personnel are unavailable, there is potential for limited course offerings or reduced program capacity. To mitigate this challenge, DVMSA prioritizes ongoing professional development, strategic recruitment of qualified staff, and creative scheduling solutions to maximize student access to all available programs and services.|Del Vista Math and Science Academy continues to implement strategic initiatives to maintain and expand course offerings for all students. The school has successfully expanded its AVID program implementation across all grade levels from Transitional Kindergarten (TK) through 5th grade. Current plans include enhancing the STEAM laboratory with updated software and modern equipment to provide students with access to cutting-edge learning materials. These technology upgrades will particularly benefit students in grades 3-5 who utilize the lab for hands-on science and engineering activities. The POWER program has experienced growth in participation this year, continuing to provide comprehensive after-school enrichment, academic intervention, and physical education opportunities in a safe and supportive learning environment.|Met||2025-06-11|2025
15634120000000|Delano Joint Union High|7|The Delano Joint Union High School District continues to utilize multiple tools to monitor access to a broad course of study. Annually, student, parent, and teacher surveys are administered to assess perception and availability of academic pathways. In addition, the district uses the California Longitudinal Pupil Achievement Data System (CALPADS) to track enrollment across content areas by grade span and student subgroup, including unduplicated pupils and individuals with exceptional needs. These tools provide disaggregated data for key subgroups—such as English learners, foster and homeless youth, socioeconomically disadvantaged students, and students with disabilities. School site teams also engage educational partners through annual planning meetings to gather feedback on current offerings and recommend areas for course expansion. Counselors meet individually with students during course selection to ensure all students are scheduled into a broad and rigorous course load. When access gaps are identified, the district develops new course options and adjusts student schedules to meet need.|Survey data from Spring 2025 confirms that 86% of students and 91% of parents believe their schools provide access to a broad course of study. Site-level counseling staff work proactively with all students—including English learners, students with disabilities, foster youth, homeless students, and socioeconomically disadvantaged youth—to ensure equitable access to electives, UC A-G courses, Career Technical Education (CTE) pathways, and dual enrollment opportunities. Results disaggregated by site show consistent positive perceptions: • Delano High School: 88% of students and 87% of parents agree • Cesar E. Chavez High School: 84% of students and 96% of parents agree • Robert F. Kennedy High School: 86% of students and 97% of parents agree • Valley High School: 90% of students and 100% of parents agree Over time, these patterns have aligned with steady increases in College/Career Indicator (CCI) outcomes across all student groups—well above both county and state averages.|At this time, the Delano Joint Union High School District has not identified any systemic barriers preventing students from accessing a broad course of study. Through robust course scheduling practices, student support services, and annual input from educational partners—including students, families, staff, and governing board members—the district maintains equitable access across all sites. School counselors meet individually with students to support pathway alignment with graduation, college, and career goals, while program staff and advisory committees continuously review offerings to ensure they meet the needs of unduplicated pupils and students with exceptional needs. The district's culture of collaboration and responsiveness has been instrumental in maintaining broad access without restriction.|Building on positive outcomes, the Delano Joint Union High School District will continue to implement LCAP-supported actions that strengthen course access and improve postsecondary readiness. These actions have contributed to “Medium” College/Career Indicator (CCI) status for most all students group, and “Orange” status for English learner and students with disabilities subgroups. In the 2025–26 school year, the district will maintain key support personnel—such as a school social worker and an additional marriage and family therapist assigned across sites—to address social-emotional barriers that may impact academic access. These positions are overseen by the Assistant Superintendent of Student Services and support students in navigating mental health challenges, attendance issues, and other non-academic factors that can influence course engagement. Continued collaboration between instructional leaders and counseling staff ensures timely course adjustments and pathway alignment for every student.|Met||2025-06-26|2025
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, Aeries, to ensure all students are enrolled appropriately. Our goal is to ensure all students have access to a broad course of study.|Met||2025-06-30|2025
15634380000000|Edison Elementary|7|EESD tracks access to a broad course of study using master schedules, student rosters, teacher assignment reports, and site-level course catalogs for Grades TK–8. Data is reviewed through CALPADS reports, special program tracking (IEPs, EL, foster, and migrant), and internal walkthrough tools. The district also uses stakeholder feedback via LCAP input sessions, SSCs, and parent advisory groups to assess equity in access and participation.|All EESD students have access to the core academic subjects (ELA, Math, Science, Social Studies), along with a range of enrichment opportunities in VAPA, PE, and STEM, aligned to state curriculum frameworks. Upper grade students engage in electives including robotics, instrumental music, Esports, and student leadership. Programs such as dual-language support, push-in ELD services, and specialized learning centers ensure exceptional needs and unduplicated students participate fully. While access is consistent across sites, smaller campuses offer fewer electives due to staffing.|Barriers include limited staffing flexibility at smaller schools, difficulty recruiting credentialed educators in specialized areas (e.g., music, computer science), and scheduling constraints that affect pullout services for SWD and EL students. Transportation challenges can also restrict access to districtwide programs or after-school enrichment for students in foster or transitional housing situations.|To address access gaps, EESD is consolidating shared services (e.g., itinerant music and STEM teachers), investing in digital curriculum that supplements elective offerings, and expanding inclusive scheduling practices that reduce missed core instruction for SWD and EL learners. The district is also working with county partners to provide virtual access to specialized electives and continues to pursue grant funding to expand enrichment in arts and coding, particularly at smaller sites.|Met||2025-06-23|2025
15634460000000|Elk Hills Elementary|7|Measures included NWEA benchmark testing 3-4 times a year, Acadience progress monitoring for literacy, and iReady diagnostic testing for math.|All students have access to and are enrolled in a broad course of study. Elk Hills is a one school site district; therefore, there a no difference amongst multiple sites. State and local measures have indicated growth over time since the pandemic.|Chronic absenteeism has been a barrier in the past and while it has improved significantly, the district will continue to address this barrier through parent education and student incentives to attend school regularly.|The district will implement a new social emotional learning curriculum to help students regulate emotions as well as offer additional extra curricular academic and athletic activities to encourage student involvement and attendance at school.|Met||2025-06-12|2025
15634610000000|Fairfax Elementary|7|Fairfax School District utilizes its student information system and progress reporting tools to monitor student access to a broad course of study across all grade spans. This includes tracking enrollment patterns by student group—including English Learners, Foster Youth, low-income students, and students with disabilities—to ensure equitable access to core content areas and enrichment offerings such as the arts, physical education, and career technical education (CTE). The system allows site and district teams to identify gaps, analyze trends, and implement timely interventions. Counselors, teachers, and administrators collaborate to guide course selections aligned with students' interests, academic progress, and support needs. This ongoing monitoring ensures that students are not only enrolled in required coursework, but also have access to electives and specialized programs that support college, career, and life readiness.|Fairfax has made significant progress in minimizing disparities in course access across school sites and student groups. All elementary sites offer consistent access to a full curriculum, including ELA, mathematics, science, social studies, and PE. At the middle grades, access to electives—including leadership, art, and academic support courses—is monitored and scheduled equitably. Enrollment data shows no significant differences in course access based on race/ethnicity, language status, or disability. However, some students with Individualized Education Programs (IEPs) require additional planning to ensure access to general education enrichment opportunities. The district addresses this through inclusive scheduling practices and collaboration with case managers. Over time, site-level disparities have decreased due to improvements in staffing allocations, scheduling software, and professional development focused on equity and inclusion. Fairfax remains committed to closing any remaining access gaps through data analysis and responsive planning.|The primary barrier identified is chronic absenteeism, which limits students' ability to fully participate in the broad course offerings available. Students who miss school frequently, especially those from high-need groups such as Foster Youth, English Learners, and socioeconomically disadvantaged students, often miss key instructional time in both core and elective areas. Additionally, availability of specialized electives such as CTE and World Languages remains limited during the regular school year due to staffing and scheduling constraints. These barriers disproportionately affect middle grade students who may have fewer enrichment options compared to their high school counterparts.|To ensure that all students can access a broad course of study, Fairfax has implemented several targeted actions. Progress report cards at the elementary level and ongoing enrollment monitoring at the middle grades help staff assess participation in required subjects and electives. Quarterly reviews of enrollment data guide adjustments to course offerings and identify students who may need intervention or enrichment. In response to course availability limitations, Fairfax is expanding partnerships with Kern High School District to offer summer CTE opportunities and is exploring creative scheduling to introduce additional electives during the regular year. For students impacted by chronic absenteeism, the district has strengthened its attendance support systems, including mentoring, family outreach, and site-based incentives. These initiatives aim to re-engage students and ensure consistent participation in the full range of learning experiences. Through these revisions and strategic investments, Fairfax affirms its commitment to educational equity and to offering every student a rich, well-rounded academic experience.|Met||2025-06-26|2025
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 in 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||2025-06-12|2025
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||2025-06-04|2025
15635030000000|Greenfield Union|7|The district remains committed to ensuring that all students including those across grade spans, unduplicated student groups, and individuals with exceptional needs have equitable access to a broad course of study that includes English language arts, mathematics, science, social studies, physical education, visual and performing arts, and other key disciplines.  To monitor enrollment and access, the district uses a combination of locally selected tools and reporting systems, including:      Aeries, the district’s student information system      CALPADS, for state-level enrollment and program data      DataQuest, to validate publicly reported access metrics      Kern Integrated Data System (KiDS), for cross-agency insights      Site-level master schedules, to ensure course availability and alignment across schools  These tools collectively support ongoing review of course access by student group, grade span, and service model, allowing the district to identify and address any gaps in real time.|At the elementary level, all students participate in core academic subjects, with Grades TK–5 receiving music instruction as part of the regular schedule. In middle school, students access core content and physical education, and most are enrolled in electives such as band, visual arts, life skills, or Spanish. However, due to scheduling and programmatic differences, elective access in Grades 6–8 is not uniform. The district is working to improve consistency and opportunity across all sites.  Students with disabilities receive instruction in the least restrictive environment whenever appropriate. The district is shifting toward a co-teach/co-serve model to promote inclusion and equitable access to grade-level content and enrichment. English learners receive both designated and integrated English Language Development (ELD), with progress monitored to ensure full curriculum access.  To support equity across all student groups, the district has implemented a strengthened Multi-Tiered System of Support (MTSS) framework for 2024–25:      Tier 1: Grade-level instruction with universal access supports      Tier 2: Targeted interventions during small-group or intervention time      Tier 3: Intensive, specialized support for students well below grade level  District and site teams use Aeries, CALPADS, and KiDS to monitor access and enrollment across student groups. While access to music, technology, and electives has expanded, ongoing reviews of schedules, staffing and data persist.|The district continues to address several barriers that limit consistent access to a broad course of study, particularly at the middle school level. A key challenge is staffing for specialized elective courses, including the availability of credentialed teachers in areas such as visual/performing arts, foreign language, and STEM. The district is actively recruiting new candidates and supporting existing staff in obtaining the credentials or training needed to expand offerings.  Scheduling conflicts also present a barrier, especially for English learners who require designated ELD instruction. To mitigate this, the district has implemented integrated STEM experiences within ELD courses to ensure that language development and enrichment can occur concurrently.  Additionally, the need to balance intervention time with elective access for students receiving Tier 2 and Tier 3 supports remains a system-wide constraint. In response, the district is working to better align MTSS structures with elective scheduling and explore co-teach/co-serve models that reduce instructional pullouts.  The district remains committed to expanding access across all sites while ensuring students particularly those with the greatest needs do not have to choose between academic support and enrichment.|In response to identified access gaps, the district will continue to expand and refine its course offerings to ensure all students particularly unduplicated student groups and students with exceptional needs have access to a broad and balanced course of study.  At the elementary level, the district will sustain general music instruction for all students and offer band beginning in Grade 4, with priority enrollment for unduplicated students to ensure equitable access to the arts. Visual art rotations and credentialed PE instruction will also continue across all sites.  At the middle school level, the district is working to increase elective access by recruiting credentialed staff, evaluating site master schedules, and exploring flexible elective models that allow more students to participate without compromising academic support. To better support English learners and students receiving interventions, the district is aligning designated ELD, MTSS time blocks, and elective scheduling to reduce conflicts and ensure students are not limited by service delivery models.|Met||2025-06-11|2025
15635290000000|Kern High|7|Kern High School District uses a combination of local and state-level tools to ensure all students—including those across grade spans, unduplicated student groups, and students with exceptional needs—have access to and are enrolled in a broad course of study. Locally, Synergy enrollment data, master schedule reviews, and counselor input are used to monitor participation in core academic courses, A–G approved classes, CTE pathways, electives, and dual enrollment opportunities. Individualized four-year academic plans are developed through counselor meetings to review grades, credit status, and identify supports such as credit recovery. For students with IEPs, course schedules are reviewed to ensure appropriate inclusion in general education settings. Site teams, including department chairs, collaborate on the master schedule to align offerings with student needs. State-level tools such as the California School Dashboard, CAASPP, and College/Career Indicator (CCI) are reviewed to track subgroup participation and performance trends. These tools and practices work together to promote equitable access to a rigorous and comprehensive course of study for all KHSD students.|KHSD uses locally selected tools such as Synergy data, course enrollment reports, transcript audits, and master schedule reviews to monitor student access to a broad course of study. Over time, KHSD has expanded elective and CTE offerings, increased co-teaching and inclusive scheduling for students with IEPs, and grown dual enrollment opportunities with Bakersfield College across multiple subjects. Counselors conduct individual student planning to support course selection and identify academic needs.  Teams are being developed to analyze instruction, assessment, and attendance data to address barriers and support student success. Targeted supports like Access and PreAccess literacy classes and Algebra Labs have been implemented to build foundational skills. KHSD school sites have expanded co-teaching in core subjects and adjusted math pathways to improve A–G alignment. While graduation rates remain high, the district continues to focus on improving A–G completion and ensuring equitable access across all sites and student groups. KHSD is committed to strengthening systems and supports to increase access to rigorous and relevant coursework for every student.|KHSD has identified several barriers that limit equitable access to a broad course of study. Staffing shortages, credentialing limitations, and scheduling constraints can impact the ability to offer specialized or advanced coursework to all students. For English learners, required ELD classes often restrict access to electives or AP courses. Socioeconomic challenges—such as housing or food insecurity and the need for students to work—affect attendance, engagement, and course success. Language barriers and low literacy among incoming students also limit access to grade-level content, despite supports like Access and PreAccess. Math proficiency is another challenge, with many students entering below grade level, impacting their progression through A–G math requirements. Foster and homeless youth remain underrepresented in AP and Dual Enrollment courses. For students with IEPs, required transition classes can reduce flexibility in scheduling. While some sites report no major barriers due to effective resource allocation, others are building schoolwide teams to better analyze root causes and improve student access and success across all programs.|Kern High School District (KHSD) has taken several steps to ensure greater access to a broad course of study for all students. Master schedules have been adjusted to expand access to high-demand courses, co-teaching models have grown to support inclusive instruction, and additional CTE and elective offerings are being explored. School sites have formed site-based teams focused on instruction, assessment, and attendance, supported by a new instructional coach and a partnership with Solution Tree. Literacy initiatives include targeted PD for Access teachers, sitewide strategies like Close Reading and Vocabulary Awareness Charts, and continued refinement of Access and PreAccess courses. Transcript audits and progress monitoring tools are being used more strategically to guide students into A–G, CTE, and dual enrollment pathways. KHSD is also increasing targeted supports such as tutoring and mentoring for unduplicated student groups, developing parent workshops on course planning, and exploring intervention-based study hall options to help students succeed in rigorous coursework.|Met||2025-06-23|2025
15635291530435|Kern Workforce 2000 Academy|7|Kern Workforce Academy (KWA) uses multiple locally selected tools to track student access to and enrollment in a broad course of study. These include student schedules, master course lists, Aeries enrollment and transcript data, Individualized Learning Plans (ILPs), and notes from the Student Support Team (SST). These tools are used to monitor course access across grade spans, unduplicated student groups (ELs, foster youth, homeless, low-income), and students with exceptional needs.  Aeries reports are disaggregated by subgroup and grade level to ensure that all students are enrolled in core academic subjects and offered electives, CTE, and enrichment opportunities. ILPs are developed with input from counselors and students to align course selection with credit recovery and graduation requirements. For English Learners and LTELs, ELD placement is tracked in conjunction with elective access to prevent over-scheduling of interventions. For students with IEPs, case managers review course placements to ensure access to the least restrictive environment.  KWA also monitors participation in dual enrollment, online courses, and CTE pathways as indicators of access to a broad range of curriculum options. Counselors and site leaders use this data to identify gaps and adjust course offerings or student placement practices to increase equity and access across all student groups.|At Kern Workforce Academy (KWA), all students have access to core academic subjects—ELA, math, science, and social studies—as well as physical education, health, and select CTE and elective options. Course access is guided by individualized learning plans that align with credit recovery and graduation goals. Students may also participate in online courses, dual enrollment programs, and workforce readiness initiatives.  Access to a broad course of study varies slightly by student group. English Learners and LTELs are often enrolled in ELD or support classes that limit elective flexibility. Credit-deficient students may prioritize core recovery over electives. Students with IEPs have access to all required subjects, although support time may reduce the number of elective slots available. Over the past two years, KWA has expanded online and dual enrollment offerings, added CTE pathways, and strengthened counselor outreach to ensure equitable enrollment. Counselors now monitor course selection by subgroup to increase awareness and participation in electives and enrichment. KWA continues to work on reducing barriers and ensuring that all students—regardless of their background—can access a broad and meaningful course of study.|Kern Workforce Academy has identified several key barriers to full access to a broad course of study. Many students enter credit deficient, requiring core academic recovery, which limits their flexibility in enrolling in electives or enrichment courses. English Learners and LTELs are often scheduled into required ELD or intervention support classes, which can reduce elective options. Students with IEPs may have restricted access to general education courses due to service needs or limited staffing.  Additional barriers include limited staffing capacity, particularly in specialized subjects (e.g., World Languages, arts), and inconsistent student attendance, which impacts participation in sequential or hands-on courses, such as CTE. Some students also face external challenges, such as transportation issues, housing instability, or limited access to technology.  To address these barriers, KWA has expanded online and dual enrollment options, increased counselor outreach to ensure equity in course planning, and is exploring flexible scheduling and community partnerships to broaden elective and CTE offerings. The school is also strengthening its ILP process to balance credit recovery with enrichment.|Kern Workforce Academy has made measurable progress in addressing barriers to course access. To support credit-deficient students, KWA expanded its use of online learning platforms and flexible scheduling, allowing students to recover credits while also enrolling in electives. This has increased the number of students participating in CTE, health, and college-prep electives.  For English Learners and LTELs, the school adjusted the master schedule to reduce overlap between ELD and elective blocks, thereby increasing the number of students who have access to both. Case managers and counselors work collaboratively to ensure that students with IEPs are scheduled into general education classes when appropriate, with push-in or co-teaching support.  KWA has increased access to dual enrollment and industry-aligned CTE courses through local partnerships and virtual options. Counselors now use disaggregated data to monitor enrollment trends by subgroup and ensure equitable access to educational opportunities. While challenges remain, especially for highly mobile students, KWA continues to refine its ILP process and expand course options so all students can access a well-rounded, meaningful education.|Met||2025-06-03|2025
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||2025-06-24|2025
15635520000000|Lakeside Union|7|Based on the analysis of local data, chronic absenteeism remains a significant barrier preventing the LEA from providing equitable access to a broad course of study for all students. While recent KiDS data show improvement—with chronic absenteeism at 23.4% for Lakeside School and 19.7% for Donald E. Suburu School—rates remain elevated across multiple student groups. The 2023 California School Dashboard reported chronic absenteeism as high as 41.0% for Students with Disabilities (SWD), 37.8% for African American students, and 70.6% for Foster Youth. Even with modest year-over-year reductions, these figures indicate that a substantial portion of the student population continues to miss instructional time, limiting their consistent access to core content and enrichment opportunities. Chronic absenteeism not only affects academic achievement but also interrupts the continuity needed for participation in programs such as intervention supports, elective courses, and social-emotional learning experiences. Until attendance barriers are more fully addressed—particularly among our most vulnerable student populations—the ability to ensure all students benefit from a broad and rigorous course of study will remain limited.  LCAP Goal 2|In response to chronic absenteeism data and to ensure equitable access to a broad course of study for all students, the LEA implemented several new programs aimed at increasing student engagement and improving attendance. During the 2024–25 school year, students were offered a variety of enrichment and extracurricular opportunities, including after-school sports, band, choir, aquatics, Camp KEEP, and AVID. These initiatives were designed to provide students with diverse pathways for involvement, strengthen their connection to school, and promote consistent attendance. Early results indicate that these efforts are having a positive impact. According to 2025 KiDS data, students who participated in extracurricular activities had significantly lower chronic absenteeism rates than their peers. For example, students involved in sports had a chronic absenteeism rate of 12.64%, with low-income students in sports reporting 16.07%. Similarly, students in band had a rate of 13.40%, and low-income band participants had a rate of 18.18%. These outcomes demonstrate that engagement in school-sponsored programs contributes to improved attendance and supports broader access to learning opportunities. As a result, the LEA will continue to expand and refine these programs to reduce absenteeism and ensure all students are consistently connected to a full and enriching course of study.|Based on the results of the locally selected measures, including 2025 KiDS data, one key barrier preventing the LEA from providing access to a broad course of study for all students is chronic absenteeism, particularly among low-income students. While enrichment and extracurricular programs such as sports, band, and AVID have had a positive impact on attendance for participating students, data shows that chronic absenteeism rates remain higher among low-income students, even within these programs (e.g., 16.07% for low-income students in sports vs. 12.64% overall). This indicates that additional factors such as transportation challenges, family responsibilities, health concerns, or lack of awareness of available opportunities may be limiting full participation and consistent attendance for certain student groups. These barriers hinder equitable access to the full range of educational offerings, particularly for students who could benefit most from school engagement initiatives. Addressing these underlying issues is essential to ensuring that all students can consistently access and benefit from a broad and enriching course of study.|In response to the identified barriers revealed by locally selected measures—particularly the persistent chronic absenteeism among low-income students—the LEA has implemented and will continue to expand targeted strategies to ensure equitable access to a broad course of study for all students. To build on the success of enrichment programs like after-school sports, band, choir, aquatics, Camp KEEP, and AVID, the LEA will focus on increasing accessibility by addressing specific participation barriers. These actions include enhancing transportation options for after-school activities, increasing outreach to families to raise awareness of available programs, and offering flexible program schedules to accommodate students with family or work responsibilities. Additionally, the LEA will strengthen partnerships with community organizations to provide wraparound supports that address basic needs impacting attendance. The district also plans to use attendance data more proactively to identify at-risk students early and connect them to engagement opportunities. These revisions aim to ensure that all students—especially those from underserved backgrounds—are consistently present, connected, and engaged in a full and enriching course of study.|Met||2025-06-17|2025
15635600000000|Lamont Elementary|7|LESD uses locally selected measures to monitor student access to a broad course of study across all grade spans, with attention to unduplicated student groups and individuals with exceptional needs. At Mountain View Middle School, course enrollment data and the master schedule are used to ensure students are enrolled in a full range of academic and elective courses. For grades 1–6, the master schedule, including grade-level subject blocks and access to specials (e.g., art, music, and physical education), is reviewed to verify instructional access. Analysis of these tools confirms that English learners, foster youth, homeless students, and students with disabilities have access to all required subject areas within a broad course of study. In addition, site administrators monitor and address access through their School Plans for Student Achievement, identifying supports and strategies to ensure equitable course participation for all students.|All TK–8 students, including unduplicated student groups and students with disabilities, have access to and are enrolled in a broad course of study that includes English Language Arts, Mathematics, History-Social Science, Science, and Physical Education. Students in grades 1–8 receive a minimum of 200 minutes of Physical Education every ten days across all four school sites. Locally selected measures—such as master schedules, course enrollment data, and site-level walkthroughs—indicate no significant disparities in access among school sites or student groups. The district continues to strengthen equitable access by implementing MTSS frameworks that provide targeted academic, behavioral, and social-emotional supports. Site administrators, in collaboration with district leadership, ensure all required subject areas are consistently offered and monitor access through School Plans for Student Achievement. Progress over time is evident through expanded supports, increased instructional minutes, and ongoing professional development focused on effective instructional strategies and inclusive practices.|Based on the locally selected measures, the primary barriers to providing full access to a broad course of study are observed among English learners in grades 7–8. While LESD has adopted a full-inclusion model to support equitable access, challenges remain in effectively scheduling designated ELD, intervention supports, and related services without limiting elective course options. At the middle school level, scheduling constraints sometimes prevent a small number of English learners from enrolling in certain enrichment or elective courses, as they are assigned to more intensive language development or academic intervention during those periods. Additionally, differentiating instruction across a wide range of learner needs within core content areas remains a challenge. These barriers are being addressed through ongoing master schedule review, increased collaboration between instructional and support staff, and expanded professional development focused on inclusive practices and integrated ELD instruction.|In response to identified barriers, the LEA is reviewing master schedules at all school sites to ensure equitable access to a broad course of study, with a focus on English learners at the middle school level. Revisions will address scheduling conflicts that might limit some students’ ability to participate in elective courses due to required ELD or intervention supports. The LEA will implement more inclusive scheduling practices and strengthen collaboration between instructional and support staff during schedule planning. Professional development on designated, integrated ELD and differentiated instruction will support these efforts, ensuring all students can access core subjects, enrichment, and elective opportunities.|Met||2025-06-24|2025
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).|At Richland School District, we are proud to offer 100% of our students access to a broad course of study, ensuring that every learner benefits from a comprehensive and engaging academic experience.  As part of our extended learning opportunities, we offer Zero Period elective classes specifically for our 7th and 8th-grade students. The purpose of Zero Period is to provide students with additional access to elective courses during the regular school day by freeing up space in their schedules. Of those participating in these early-morning classes, 7.14% are our low-income students and 18.36% are our English learners, reflecting our commitment to expanding opportunities for all learners.  Our dedication to multilingual and inclusive learning continues through our dual language programs, where 82% of enrolled students are low-income and 39% are English learners. These programs support equity, biliteracy, and cultural celebration.  In support of inclusive education, 52.3% of students with disabilities spend more than 80% of their day in general education classrooms, affirming our goal to foster learning environments where all students can thrive together.|Some of the barriers we’ve encountered, particularly related to our Zero Period, include a lack of awareness among students and families about the offering and the advantages it provides for accessing additional electives during the school day. In addition, scheduling challenges have arisen due to limited staffing availability. We also continue to have an ongoing need for professional development focused on inclusive practices, ensuring our teachers are equipped with the tools and strategies necessary to effectively support students with disabilities.|To ensure that all students have access to a broad course of study, Richland School District continues to expand and invest in diverse academic and enrichment opportunities across grade levels. These efforts are designed to engage students' interests, support academic growth, and prepare them for future success.  Our offerings include a Dual Language Immersion program, which promotes bilingualism, biliteracy, and cross-cultural understanding from an early age. At Richland Junior High, students have access to Gateway to Engineering and Computer Science courses, both of which introduce foundational STEM skills and real-world problem-solving.  We continue to support advanced learners through our Gifted and Talented Education (GATE) program, providing enrichment and challenge tailored to their needs. Our Visual and Performing Arts (VAPA) programs offer students the opportunity to explore creativity through dance, theater, mariachi, and elementary music instruction for students in grades 2 through 6.  In addition, we are building pathways for college and career readiness through our Career and Technical Education (CTE) offerings, giving students early exposure to skills and knowledge that align with future workforce demands.  These programs reflect our district’s ongoing commitment to providing equitable access to a well-rounded and enriching education for every student.|Met||2025-06-30|2025
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 Shafter 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 Shafter 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 and an elective.  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. The Extended Learning Opportunities Program has added several offerings to further expand access, such as sports, arts, and tutoring.|Funding for construction, space constraints and staffing limitations are a barrier to providing additional courses in the performing arts, such as drama.|All TK–8 students at Grow Academy Shafter, including unduplicated and students with disabilities, access a broad course of study through a full inclusion model. GA Shafter uses a state-approved, standards-aligned curriculum with academic rigor and differentiation.  Most curriculum is digital, supported by one-to-one student licensing and immediate access via school website links. New students can begin learning right away.  Course offerings include: Math, Science, Social Studies/History, ELA (with handwriting), PE, Music, Art, Edible Schoolyard, and a TK curriculum aligned to Preschool/TK Learning Foundations.  Professional development strengthens teacher ability to deliver curriculum to all students. GA Shafter uses the MTSS framework to add academic supports based on student needs, guided by universal screening, progress monitoring, and frequent assessments.  English learners receive Designated ELD with state-approved materials tailored to their language levels. Students with disabilities are supported through push-in services from Special Education teachers to ensure access within general education classrooms.|Met||2025-07-23|2025
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||2025-06-26|2025
15635940000000|Lost Hills Union Elementary|7|The LEA uses its Student Information System (SIS) to track and analyze student enrollment by course, grade span, and student group. Local data reports are disaggregated to monitor access for all students, with particular attention to English learners (ELs), socioeconomically disadvantaged students, and students with disabilities. Course enrollment is reviewed by grade span to ensure access to a broad course of study as defined in Education Code. This includes English, mathematics, science, history/social science, physical education, health, and visual and performing arts, as well as career technical education (CTE) and world languages in secondary grades.   Each year, district staff analyze enrollment patterns to identify and disparities among unduplicated student groups and students with exceptional needs. These findings are reviewed with site administrator and educational partners during annual planning meetings to ensure corrective actions are implemented if gaps in access are identified. For example, if a subgroup has lower participation in arts or science electives, the district considers adjustments such as revising the master schedule, increasing outreach, or developing targeted supports.   This locally collected and disaggregated enrollment data, in conjunction with feedback from educational partners, is used to demonstrate the extent to which all student, including student groups identified in Priority 7, are enrolled in and have access to a broad course of study.|Based on the district's analysis of student enrollment data from the Student Information System, all students are enrolled in the core academic subjects of English language arts, mathematics, history/social science, science, and physical education, consistent with Education Code requirements for a broad course of study. in addition, all student in grades TK-5 are enrolled in visual and performing arts, ensuring equitable access across elementary sites.   At the middle school level, all students have access to visual and performing arts courses, and most students elect to participate. Course enrollment records confirm that these offerings are available across all sites, though differences in elective participation by subgroup are monitored annually. For instance, the district has observed slightly lower enrollment in arts electives among English learners and socioeconomically disadvantaged students, which led to expanded scheduling flexibility and outreach in course selection processes.   Progress over time has shown improved access to a broader array of elective courses, including world languages and career exploration pathways at the middle school level. The district continues to disaggregated course enrollment data by site and by student group, including English learners, low-income students, foster youth, and students with disabilities, to identify and address any gaps. These reviews are shared with site leadership teams and educational partners.|The district continues to experience scheduling challenges that impact full access to broad course of study for middle school students. Master schedule constraints, such as limited staffing, single-subject credentialing, and the need to prioritize academic interventions, have reduced flexibility in offering elective courses like visual and performing arts, world languages, and CTE exploration. These barriers are particularly pronounced in smaller school sites where course sections are limited due to enrollment size.   Additionally, some unduplicated student groups, including English learners and students with Individualized Education Programs (IEPs), may be scheduled into required support classes (e.g., English Language Development or specialized academic instruction), which limits their ability to access the full range of electives during the school day.   The district is actively reviewing its staffing allocations, credential coverage, and course enrollment patterns to identify strategies, to mitigate these scheduling barriers and ensure all students, regardless of subgroup, can access a broad and enriching course of study.|In response to identified scheduling constraints and subgroup participation gaps, the district has expanded access to visual and performing arts, as well as vocational and career exploration courses, through afterschool and summer learning programs. These expanded offerings provide additional opportunities for students, particularly English learners, socioeconomically disadvantaged students, and students with disabilities, who may have limited access to electives during the regular school day due to academic interventions or specialized support needs.   To further increase access, the district has partnered with local artists and organizations to deliver enrichment opportunities that align with California content standards. Participation data from these programs is disaggregated by student group and used to inform ongoing improvements in course offerings and scheduling. Additionally, the district is exploring ways to embed more elective rotations into the master schedule and is considering flexible learning models such co-taught classes and block scheduling pilots at the middle school level.    These decisions are part of the broader strategic effort to ensure all students, regardless of site or subgroup, can participate in a comprehensive course of study that supports both academic achievement and student engagement.|Met||2025-06-19|2025
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||2025-06-05|2025
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 279 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||2025-06-12|2025
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 2024-2025 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. Insight is providing opportunities for students to be dual enrolled with a community college to ensure exposure to college courses and credits. Students are enrolled in four courses each trimester to allow students to focus on less material at a time, this allows for more focus on fewer courses for students. 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. Wi-Fi access for students who are homeless or socioeconomically disadvantaged can be difficult, Insight provides hotspots for students to support with access, but it proves difficult at times.|Insight has improved its Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.    New math options were provided beginning in the 2024-2025 school year that proved to be successful with our students based on growth data collected. 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. Preliminary data from state assessments show promise with the new courses chosen.|Met||2025-06-20|2025
15636280128504|Peak to Peak Mountain Charter|7|All grade level standards are being addressed through state adopted and other curriculum. STAR 360, i-Ready and other data is collected and analyzed to ensure a broad based course of study is obtained.|Dashboard shows 100 percent of TK-8 students, including the 3 low-income pupils (5 %) and 11 students with disabilities (20 %), enrolled in every subject required under EC 51210. Science is taught daily in grades 6-8 and a three-times-per-week NGSS block in TK-5. Visual & Performing Arts rotate by trimester (Art, Music, Drama) so that each student receives at least 90 hours per year. PE meets or exceeds the 200-minute bi-weekly mandate. Compared with 2023-24, time in hands-on science grew by 15 minutes a week after initiating an after-school coding club expanded access to computer science. No differences in access were detected across grade spans or student groups.|The primary barrier is staffing breadth in a rural TK-8 of 55 students: one multiple-subject teacher per grade band limits simultaneous electives. Budget constraints restrict hiring specialist teachers for music or foreign language, and rural location makes it hard to contract itinerant staff. Occasional winter road closures shorten instructional time for PE and outdoor science. Finally, push-in schedules for speech and RSP support can collide with the rotating VAPA block if not carefully synchronized.|Since Peak to Peak provides full access to a broad course of study for all students, the school, 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||2025-06-26|2025
15636280134312|Blue Ridge Academy|7|Blue Ridge Academy utilizes a combination of internal tracking systems, student information systems (SIS), and program audits to monitor student access to and enrollment in a broad course of study across all grade spans. Key locally selected measures include:  Course enrollment reports disaggregated by grade level, student subgroup (including English learners, foster youth, low-income students), and students with exceptional needs to ensure equity in course access.  Master schedule and course offering audits conducted annually to verify the availability of courses across core academic areas and enrichment subjects (e.g., science, social studies, visual/performing arts, CTE, and physical education).  IEP service logs and special education course mapping, used to monitor alignment of students with disabilities to general education pathways and identify access gaps.  Student progress monitoring and counselor review meetings, particularly during transitional grades (5th, 8th, and 10th), to ensure students are supported in accessing A-G, CTE, and elective pathways aligned to college and career readiness.  These tools allow Blue Ridge Academy to ensure that all students—including unduplicated students and individuals with exceptional needs, are equitably enrolled in a comprehensive, standards-aligned course of study appropriate for their grade span and learning plan.|Blue Ridge Academy uses course enrollment data, program audits, and student information systems to monitor access to a broad course of study across all grade levels. Most students are enrolled in core academic subjects and have access to enrichment courses, including visual/performing arts, world languages, CTE, and physical education.  Data shows strong access overall, with no major disparities across school sites. However, some underrepresentation of English learners and students with disabilities has been noted in elective and enrichment courses, especially in upper elementary and middle grades. In response, targeted outreach and academic counseling are being used to increase awareness and enrollment among these groups.  Students with IEPs have access to general education courses as appropriate, and their participation is reviewed regularly through IEP planning. Over time, access to A–G and CTE pathways has expanded, with increased enrollment among low-income and foster youth.  Blue Ridge Academy continues to monitor participation trends and address gaps to ensure all students are equitably enrolled in a broad, standards-aligned course of study.|Blue Ridge Academy has identified key barriers limiting access to a broad course of study for all students. These include limited awareness of elective options among families, especially English learners and students with disabilities; lack of multilingual outreach; and scheduling limitations within the independent study model that restrict access to hands-on electives like labs, arts, and CTE. Additionally, students in rural areas may face connectivity issues that impact access to certain courses. The school is addressing these barriers through improved communication, expanded course offerings, and targeted outreach.|In response to identified gaps, Blue Ridge Academy is taking several actions to improve access to a broad course of study for all students. These include expanding multilingual communication to ensure families understand available course options, increasing counselor outreach to underrepresented groups, and adding flexible scheduling options to accommodate enrichment and CTE courses. The school is also strengthening IEP planning to include broader general education access for students with disabilities. These steps aim to ensure equitable course access across all student groups.|Met||2025-06-24|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-23|2025
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 strategic workshops 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||2025-06-26|2025
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. 25/26 school year will include student council so we can receive feedback from the students.|Met||2025-06-11|2025
15636690000000|Midway Elementary|7|||||Not Met|||2025
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 several Cultural studies courses, the expansion of Cadet Corp classes, as well as offering satellite dual enrollment courses across our two communities.|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||2025-06-03|2025
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||2025-06-30|2025
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.|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 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||2025-06-12|2025
15637190000000|Pond Union Elementary|7|Pond Union Elementary uses master schedules, teacher assignments, and classroom walkthrough data to monitor student access to a broad course of study. These tools are reviewed in collaboration with staff during site meetings and MTSS planning to ensure all students—including unduplicated pupils (English Learners, low-income students, foster youth) and students with exceptional needs—are enrolled in core academic subjects, enrichment classes, and intervention support, as appropriate by grade level.|All students at Pond Union Elementary, a single-school K–8 district, have equal access to a broad course of study that includes ELA, Math, Science, Social Studies, Physical Education, and Social-Emotional Learning. Enrichment and intervention opportunities are integrated within the master schedule, including AVID, after-school programs, Saturday Academy, and summer school. There are no discrepancies between school sites, as the district has only one campus. However, subgroup analysis shows that English Learners and socioeconomically disadvantaged students are more likely to be enrolled in Tier 2 and Tier 3 interventions, reflecting differentiated support rather than limited access.|The primary barrier to expanding the breadth of the curriculum is staffing capacity. Limited personnel has constrained the district’s ability to offer a wider range of electives or specialized courses, particularly in the arts, sciences, and Career and Technical Education aligned programs. Additionally, the rural location and transportation limitations affect equitable participation in after-school enrichment or academic programs, especially for underrepresented families without reliable transportation.|To address these barriers, the district has implemented several actions: hiring a full-time math interventionist, a full-time P.E. teacher to expand access to structured physical education and support student wellness, and additional instructional aides in K–2 classrooms to support differentiated instruction. A school van was also purchased to support transportation for home visits and outreach, indirectly improving family access to academic and enrichment opportunities. Additionally, Pond is investing in RTI and STEAM-based instruction to embed creative, hands-on learning experiences across core subjects, ensuring all students—including English Learners and socioeconomically disadvantaged students—benefit from a rigorous and well-rounded course of study.|Met||2025-06-24|2025
15637500000000|Rosedale Union Elementary|7|The Rosedale Union School District utilizes a multi-tiered system of support to identify student strengths, needs, as well as opportunities for intervention, enrichment, and access.  This is accomplished through regularly scheduled data review meetings with both site and district staff and analysis of data to determine next steps for supports.  Staff at all sites have been engaged in training and implementation for Universally Designed Learning opportunities to help remove barriers to student success, as well as targeted, tiered training to continue building a robust system of support to promote and improve positive behaviors across all campuses.  Teams use the KIDS data system to assist in the identification and monitoring of support for unduplicated student groups and individuals with exceptional needs, as well as any student groups showing an opportunity for improvement.|The Rosedale Union School District Curriculum and Instruction team has worked in collaboration with staff from both middle schools, to ensure a broad course of study is offered, and available at both campuses. Feedback from all Educational partner groups (students, parents, staff, administrators and principals) was taken into consideration when developing new courses being offered.|Based on results from these measures, identified barriers include some requested courses not being able to be offered or offered on a more limited basis than requests for access (due to class size limits), while other courses have not received good feedback from students regarding engagement and interest in the content.|In response to the results of these measures, district and site staff have worked together collaboratively to ensure address as many of these barriers as are practicable in an ongoing effort for continuous improvement.  Additionally, the site teams will continue working with students and families to address any unforeseen barriers that may arise.|Met||2025-06-11|2025
15637680000000|Semitropic 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 include:  Review of class schedules, report cards, and PE minutes.|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-8 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-8 students receiving special education services typically miss only a part of general education instructional time assigned to a specific subject area (for example, a part of the English Language Arts block); or miss a specific subject area on certain days of the week but not on all days of the week. Thus, the district does not believe that students receiving special education services are being denied access to a broad course of study. Additionally, students who are English language learners have the same daily schedule and course access as non-EL students. Integrated and Designated ELD are provided within their general education classroom setting and are built into their class schedule so that students do not miss instruction in a core content area.|A primary barrier to expanding access to a broader course of study is our finite number of daily instructional minutes, given the district’s commitment to providing focused support to students struggling with academic and or social-emotional needs. Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires additional instructional time. Funding constraints limit the district’s ability to address the unique needs of our diverse student population.|The district continues to support and offer a broad course of study that is supportive of our students, their career goals and academic needs. We are continuously trying to increase our core instruction as well as  providing exploratory electives for our students to engage in.|Met||2025-06-12|2025
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||2025-06-18|2025
15637840000000|South Fork Union|7|Teacher and student assignments. Purchase order numbers of textbooks and workbooks. Classroom counts to students enrolled.  Overall review by Site Principals, Curriculum Director.  Williams Act reporting documentation.|We are a small rural school district and most staff are multiple subject teachers.  Differences is Middle School Math and Physical Education. These teachers are single subject certified.|No barriers identified due to small class size and small number of students at the two sites.|Site Principals to verify data.|Met||2025-06-26|2025
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 students 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 student 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||2025-06-17|2025
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 choices of band, choir, and CTEC (Career Technical Education Course), 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 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 participate in band music instruction. All classroom teachers in grades TK-5th have access to the 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.  Additionally, 100% of students were enrolled in physical education courses.  Students had course options of choir, art, 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 expanding our Career Technical Education (CTE) to 6 periods daily.|Met||2025-06-18|2025
15638180000000|Taft Union High|7|This system allows staff to monitor student access to courses across grade spans and student groups. During counseling sessions, students are presented with course options, and individualized education plans are developed collaboratively to align with academic and career goals. The master schedule is then built around student course requests to ensure course availability meets student needs. For students with exceptional needs, Goalbook is used to track IEP goals and academic progress, and it serves as a key tool during IEP meetings to review progress and set new goals. Dual enrollment opportunities are offered through local community colleges, including Taft College, located adjacent to the high school, which improves accessibility and participation for students, especially those underrepresented in postsecondary pathways. These tools collectively support equitable access to a comprehensive and rigorous curriculum.|All students have access to a broad course of study that includes core academic subjects, visual and performing arts, world languages, physical education, career technical education (CTE), and college-level coursework. Students currently have access to 14 Dual Enrollment courses and continued exploration of 13 articulated CTE courses. In addition, students can participate in concurrent enrollment opportunities through Taft College, located adjacent to the high school, in advanced STEM courses such as Advanced Algebra, Math Analysis, Physics, and Biology. Enrollment data and master schedules show that students across all grade levels and student groups participate in this comprehensive course of study. While access is equitable for most students, English Learners and students with disabilities may have limited access to electives due to required support classes. Ongoing efforts include inclusive scheduling and increased supports to broaden access. Over time, the district has expanded college and career preparation opportunities, including increased dual and concurrent enrollment, broader CTE offerings, and alignment with workforce needs. This reflects our continued commitment to ensuring all students are prepared for postsecondary success.|Access to a broad course of study at TUHSD is primarily limited by enrollment size and staffing constraints, despite the district’s strong commitment to providing diverse educational opportunities. TUHSD offers a wide range of dual enrollment, CTE, and elective options; however, class sizes average 18 students per teacher, and there is currently insufficient student interest to justify adding new courses. The Career Technical Education Center (CTEC) supports 12 career pathways with 8 dedicated CTE teachers, offering A-G aligned and grant-funded electives. The VPA department, staffed by 7 teachers, provides a robust selection of courses, including Advanced Drama, Choir, Band, Jazz, Art, Graphic Arts, and Video Production. While these offerings are substantial, limited student demand and staffing capacity restrict the expansion of additional programs. TUHSD continues to engage students and families for feedback while supporting unduplicated student groups and individuals with exceptional needs to improve equitable access.|The district remains committed to expanding educational opportunities through strong partnerships with local colleges and adult education programs. A continued focus is placed on increasing dual and concurrent enrollment options to support college-bound students, while also enhancing articulation agreements and certification pathways for those in Career Technical Education (CTE) programs. Collaboration with Taft College continues to grow, with new joint initiatives being explored. Additionally, the district has introduced targeted trainings for 9th grade students and their families to increase awareness of the college and career readiness opportunities available. These efforts reflect the district’s dedication to providing a broad and inclusive course of study that prepares all students for success beyond high school.|Met||2025-06-02|2025
15638260000000|Tehachapi Unified|7|TUSD utilizes CDE guidance to monitor courses that TUSD offers to ensure students have access to a broad course of study. At the elementary and middle school level, TUSD provides standards aligned curriculum and regular professional development to support standards aligned instruction to ensure that students have a solid foundation and will be able to access a variety of courses at the secondary level. In addition to core materials and instruction, TUSD has invested in providing weekly music, art, and physical education instruction by credentialed teachers to all students at the elementary level. At the high school level, TUSD continues to offer standards aligned curriculum and regular professional development to support standards aligned instruction, but also provides a variety of courses that allow students to seek out their own areas of interest to best prepare them for life after high school. TUSD is proud of the variety of CTE courses that are offered at the high school as well as the variety of electives, AP courses, and dual enrollment courses. TUSD utilizes the KIDS platform to monitor enrollment in a variety of courses and progress in those courses. TUSD monitors the English proficiency rates to ensure that ELL students are making adequate progress toward reclassification.|All students have equal access to a broad course of study. However, at the two elementary Title I school sites, there are additional staff members to address disproportional learning outcomes for students identified as low income. These additional positions include a learning director or an RTI teacher depending on the needs of the school site. The addition of a learning director or RTI teacher provide access to additional support to students in assisting them in meeting grade-level standards in core learning areas.|None at this time.|Elementary teachers participate in weekly professional learning communities that focus on training, review of student achievement, creating effective assessments, planning effective delivery of instruction, and aligning district-provided curriculum to grade-level standards. All district teachers participate in early release collaboration days twice monthly, during which professional development focuses on first-best instruction, reviewing student outcome data, and learning researched based instructional strategies that can be implemented to meet the needs of specific student groups. All students at elementary sites actively engage in music, art, and physical education provided by discipline specific teachers. All Title I campuses have an additional certificated staff member that focuses on supporting the needs of students. At the district level, there is one instructional coach and a Coordinator of Instructional Support and Improvement that provide regular professional development in the areas of designated and integrated ELD instructional practices, Thinking Maps, Icons of Depth and Complexity, First Best Instruction, and Universal Design for Learning. At the secondary school sites there are a variety of course offerings that allow for students to explore possible future careers, prepare for college, or complete college course work.|Met||2025-06-24|2025
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||2025-06-23|2025
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 atrisk subgroup for attention during the 2024-2025 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||2025-06-24|2025
15638590000000|Wasco Union High|7|The Wasco Union High School District is using reports provided by Kern Integrated Data Systems (KIDS), 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 ensure 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||2025-06-26|2025
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 are categorized and reviewed. Utilizing the master schedules in the student information system allows for the desegregation of data and viewing. The review of access takes place each quarter during the academic school year, and when preparing students for rostering of courses.|Based on the district's ability 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 study.|Met||2025-06-16|2025
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 2023-24 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 - 27.8% African American - 31.8% Asian - * not available Hispanic - 31.7% White - 26.5% English Learners - 30.4% Low-Income - 27.0%  SWD - 27.1% - Percentage of Students Passing Advanced Placement Exam with a Score of 3+: 74.2% 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 2024-25, an increase in student enrollment in all CTE Pathways. - Continued collaboration with the local community college to expand dual enrollment opportunities - In 2024-25, 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. - In 2024-25 school year, the district applied for the following grant: Middle College (High Desert School)|Met||2025-06-12|2025
15739080000000|McFarland Unified|7|McFarland Unified School District utilizes AERIES as its comprehensive student information system.  Through AERIES, students are able to submit course requests, including preferences for electives and specific academic tracks, which helps ensure their voices are included in the scheduling process.  To support the efficient creation of school schedules, we also use Cardonex, a specialized scheduling tool designed to help us build master schedules that align with student requests and staffing capacity.  Cardonex enables us to accurately determine the number of course sections needed, both core and elective, so that all students have equitable access to the classes they want and need.  This platform is now fully implemented at both McFarland Junior High School and McFarland High School.  Additionally, we use SIRAS, a specialized system for managing and monitoring services and compliance for students receiving special education (SPED) support.  SIRAS allows us to track individualized education (IEPs) and 504 plans, monitor progress, and ensure that we are meeting the unique needs of our SPED students in alignment with legal and educational requirements.  Together, these systems help us maintain a student-centered, data-informed approach to academic planning and support.|Currently, 100% of our students have access to a broad course of study, and we remain committed to maintaining and improving this level of access for all learners.  Our master schedules are routinely reviewed to ensure they continue to support equitable course offerings across all grade levels.  The Coordinator of State and Federal Programs and Chief Academic Officer work closely with school sites to analyze data and verify that students are not only offered a broad curriculum but are actively enrolled in a diverse range of courses.  Additionally, our master schedules are intentionally designed to support the needs of English Learners (ELs).  At both the junior high and high school levels, scheduling allows EL students to receive designated ELD instruction while still having room in their day to take an elective course. This structure reinforces our commitment to providing all students with a well-rounded and inclusive educational experience.|At this time, any remaining barriers to course access are largely within our control to address.  With platforms like Edgenuity, which offers a wide range of core subjects, electives, CTE courses, and pathway options, all students, including those in independent study, have equitable access to a comprehensive curriculum.  In addition, Pearson Connexus further supports this effort by providing similar course offerings and filling gaps where certain classes may not be available in person at the high school level.  These digital resources ensure that students have flexible, diverse options to meet their academic goals regardless of their learning setting.|We remain committed to exploring innovative strategies to keep students enrolled within our school system.  One such effort includes a partnership with Pearson Connexus to support independent study, which has shown promising results.  As the demand grows, we are planning to expand this program in the coming year to better meet the diverse needs of our students.|Met||2025-06-12|2025
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||2025-06-16|2025
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 2023-2024 school year was 3.21, whereas students' average GPA was 3.41 in the 2024-2025 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 Probation Department.|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||2025-06-11|2025
16638750000000|Armona Union Elementary|7|Armona Union Elementary School District is currently using our Student Information System to broaden the scope in which we look at data and track student access to a broad course of study. Students in grades TK-6 are in selfcontained 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 2025-26 Local Performance Indicator Self-Reflection for Armona Union Elementary School District Page 15 of 15 as possible with push-in support and provided with individualized educational plans that are targeted to meet their needs, as well as aligned to growth on their grade-level standards.|While Armona Union Elementary School District has two sites, the district strives to align all resources across both sites for a continuous learning plan for all students. 100% of students at both sites, including unduplicated students, have access to required courses. All English Learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services and are in the mainstream classrooms for the maximum allowed allotment of time, with the appropriate support.|Armona Union Elementary School District is a TK-8 small, rural school district with two sites. Enrollment can fluctuate between grades and therefore causes potential staffing deficiencies. When we organize our classes based on enrollment, there can be teacher movement or a decrease in staffing, and this is not the best situation for students or teachers. The district is currently providing expanded learning opportunities to all students in grades TK-8. The district is closing out a planning grant for California Community School Program (CCSPP) and will be transitioning to the implementation grant for CCSPP.|Met||2025-06-18|2025
16638750101717|Crossroads Charter Academy|7|All students, including unduplicated student groups and individuals with exceptional needs, are offered a multitude of electives via online programs (Edmentum and Bright Thinker) based on transcripts, interest, and appropriate grade level needs.  In addition, we also offer onsite elective opportunities such as construction, 3-D printing, art workshops, and individualized tutoring.|All students can access 100% of the available courses using locally selected measures or tools. Only 11% of all students in the math content area scored Standard Exceeded and Met (Levels 4 and 3) based on preliminary CAASPP scores for the 2024-25 school year. We continue to provide individualized tutoring to address access. Crossroads offers in-person and online Zoom calls for tutoring to support students based on their needs. Additionally, we provide 24-hour access to Brainfuse, an online tutoring service that supports Math and all content.  Currently, we use Edmentum and Bright Thinker as opportunities for students to access a wide range of online course offerings that they would otherwise not have due to the minimal number of teachers that Crossroads Charter Academy employs.|We currently use Edmentum and Bright Thinker because their rigor aligns well with our state testing and local assessments conducted through NWEA. These programs expose our students to the language and rigor necessary for success on the CAASPP. The problem arises because we continue to have a very transient population of students coming in and out of our program, and we do not see a true reflection of our long-term student population.|We continue to offer classes aligned with A-G requirements and have received grants to add staffing and our supplemental program, BrightThinkers. We have been working with a local community college to provide dual enrollment classes. Using Edmentum with BrightThinkers will allow students more access and the opportunity to explore additional courses. We are considering creating partnerships with local community colleges to have articulation agreements. Additionally, we are partnering with Fresno County Superintendent of Schools to provide professional development in the area of Math for all teachers to increase student achievement.|Met||2025-06-18|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-23|2025
16638830000000|Central Union Elementary|7|100% of all students, unduplicated students, and exceptional needs students had access to ELA, Math, Science, HSS, Physical Education/Health, and Integrated Visual and Performing Arts. 100% of English Learners had access to ELD.|This action is a strength for the district across all 4 school sites.|There are no barriers.|There are no revisions.|Met||2025-06-06|2025
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. All 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||2025-06-25|2025
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 indicate 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, 221 students chose art as an elective.  •	538 students in 5th and 6th grade participated in band. 258 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 upcoming school year, the district will continue its 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 its arts and band programs with additional staff.|Met||2025-06-25|2025
16639250000000|Hanford Joint Union High|7|HJUHSD uses several locally selected tools to monitor access to a broad course of study for all students, including unduplicated pupils and individuals with exceptional needs. Master schedule reviews ensure students are enrolled in core academics, electives, AP, and CTE courses. The Aeries Student Information System tracks course enrollment by grade span and student group. Course enrollment reports monitor participation in a–g courses, credit recovery, and support classes. For students with disabilities, the SEIS system ensures alignment between IEPs and course access. Additionally, local analysis of College and Career Readiness Indicator (CCRI) data and dual enrollment participation provides insight into access to rigorous coursework. These tools help ensure equitable access across all campuses.|Using master schedule reviews, Aeries data, and course enrollment reports, HJUHSD has determined that most students have access to and are enrolled in a broad course of study that includes core academics, electives, CTE, AP, and support classes. Analysis shows that while access is generally consistent across sites, enrollment in AP and a–g courses is lower among English Learners, Foster Youth, and socioeconomically disadvantaged students. SEIS data confirms that students with IEPs are enrolled in both general education and specialized courses aligned with their needs, though participation in advanced coursework remains limited for this group. CTE pathway access is strong across schools, but completion rates vary, with higher rates at Hanford West and lower rates at continuation and community day schools. Ongoing monitoring and targeted supports are being implemented to address these gaps and ensure equity in course access and enrollment across all student groups.|Based on the analysis of locally selected measures, HJUHSD has identified several barriers that limit some students’ access to a broad course of study. Scheduling constraints, particularly at smaller sites like the continuation and community day schools, restrict availability of electives, AP, and a–g courses. Additionally, English Learners and students with disabilities often need targeted academic or language support before they can fully access more rigorous coursework, which can delay or limit enrollment in these courses. Another barrier is inconsistent counseling outreach—some student groups, including Foster Youth and first-generation students, may not receive the same level of guidance or encouragement to pursue advanced or college-prep pathways. These gaps contribute to lower enrollment in AP, a–g, and dual enrollment courses for certain subgroups. The district is actively working to address these barriers through expanded academic interventions, increased training for counselors, and more intentional course planning to ensure all students have equitable access to a broad and rigorous course of study.|In response to the results of locally selected measures, HJUHSD is implementing several revisions and new actions to ensure all students have access to a broad course of study. The district is expanding course offerings at alternative education sites through increased use of online platforms and blended learning models to provide access to a–g, Early College Credit, and elective courses. To address academic readiness, targeted intervention supports in ELA and math are being strengthened, particularly for English Learners and students with disabilities, to better prepare them for rigorous coursework. Additionally, the district is enhancing counselor training and outreach to ensure underrepresented student groups—such as Foster Youth and socioeconomically disadvantaged students—receive personalized guidance and are actively encouraged to pursue college-prep and CTE pathways. Master schedule development is also being reviewed to maximize student access across all sites. These actions aim to remove barriers and promote equitable participation in a comprehensive and challenging course of study.|Met||2025-06-24|2025
16639250137901|Hanford Online Charter|7|The LEA is using the following 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:  1. Student Enrollment Data: Regularly track student enrollment in core and elective courses across grade spans.  2. Course Enrollment Reports: Data on course offerings and student enrollment by subject area to ensure all students have access to various academic and enrichment courses, including those required for college and career readiness.  3. Individualized Education Program (IEP) Monitoring: Tracking the enrollment and participation of students with exceptional needs.  4. Student Achievement and Progress Data: analyzing academic performance, such as grades, test scores, and progress reports, to assess whether students are receiving the full range of academic opportunities available.  5. Disaggregated Data: Reports that disaggregate enrollment and academic performance data by student subgroups, including race/ethnicity, socio-economic status, English learner status, and disability status, to identify potential disparities in access to coursework.  6. Survey and Feedback Tools: Students, parents, and teachers will be surveyed to gather input on access to and the quality of the course offered, as well as the availability.   7. Access to Advanced Coursework: Monitor participation in honors, AP, and dual enrollment courses.  8. Multi-Tiered System of Supports (MTSS) Data - additional supports.|Using the locally selected measures and tools, HOC has made significant progress in ensuring all students have access to and are enrolled in a broad course of study. Data from course enrollment reports, student achievement, and progress monitoring indicate that 100% of HOC students have access to a range of academic and enrichment opportunities, including:  1. Two graduation tracks: Students have options to pursue different pathways based on their academic needs and goals. 2. Individual Learning Plans (ILPs), transcript analysis, and counseling services: These tools help ensure students receive personalized guidance and support. 3. Concurrent enrollment: Students can take college-level courses at Lemoore College, COS, SJVC, and California State University at Fresno, allowing for a seamless transition to higher education. 4. Physical Fitness Testing (PFT): All students participate in state-mandated fitness assessments. 5. Additional electives and CTE pathways: A variety of elective courses and career technical education (CTE) pathways are available to support diverse student interests and future careers. 6. 100% access to A-G approved courses: All students have access to courses that meet the University of California (UC) and California State University (CSU) requirements, ensuring college readiness.  Over time, HOC has made steady progress in broadening course offerings and ensuring all students, regardless of background, have access to the full range of academic opportunitie|• CTE pathways/indicators - we are continuing 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 additional CTE credits and to clarify the program's scope. - We need to expand our concurrent enrollment at Lemoore College and COS. - We added 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, tailored to their individual needs.  - In 25/26, we will add Ellevate better to track the academics of all ELD and RFEP students.|Met||2025-06-24|2025
16639330000000|Island Union Elementary|7|All students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK-8th grade school district. The teacher of the class teaches all subjects to their students. This year, we began a music program with a full time music teacher. All students TK-4 attended music class one time a week. Ensembles for 5th-8th graders were an elective that students attended twice a week.|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 barries 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||2025-06-18|2025
16639336010466|Island Elementary|7|All students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK-8th grade school district. The teacher of the class teaches all subjects to their students. This year, we began a music program with a full time music teacher. All students TK-4 attended music class one time a week. Ensembles for 5th-8th graders were an elective that students attended twice a week.|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 barries 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||2025-06-18|2025
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.  2022-23, 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 2022-23, 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 2022-23, 97% scored a ""C"" or better in English (including embedded CTE), mathematics, social science and science.  100% received ""Credit"" in world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education.  *4th-8th Grade CTE is also addressed during after school clubs.  Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pa"|We currently provide a broad and robust offering of courses for the scope and size of our district.  Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education.  In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th grade students.  Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.|Met||2025-06-24|2025
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.  2022-23, 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 2022-23, 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 2022-23, 97% scored a ""C"" or better in English (including embedded CTE), mathematics, social science and science.  100% received ""Credit"" in world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education.  *4th-8th Grade CTE is also addressed during after school clubs.  Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pa"|We currently provide a broad and robust offering of courses for the scope and size of our district.  Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education.  In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th grade students.  Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.|Met||2025-06-24|2025
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.|Although Kit Carson Union Elementary School District is a single-school school district, students can access all core subjects, including art. There are other opportunities outside of the school day where students can access karate, music, dance, and garden clubs. |Due to low ADA, ongoing funding for extracurricular activities is not sustainable, leaving us reliant on grant funding to provide these opportunities.|Kit Carson Union Elementary School District will continue to leverage grant funding to provide access to a broad course of study for all students.|Met||2025-06-18|2025
16639580136556|Kings Valley Academy II|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language, Driver’s Ed., VAPA, and Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed good participation in small group instruction for English Language Arts, and in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-29|2025
16639586113120|Mid Valley Alternative Charter|7|Kit Carson Union Elementary School District uses our student information system (School Wise) to enroll students in a broad course of study. Mid Valley students use Accelerate Learning.|Although Kit Carson Union Elementary School District is a single school district, students have access to all core online subjects along with virtual art classes. There are other opportunities if the parent and student want to add the online courses such as beginning flute.|Fluctuations in ADA present funding challenges for extracurricular activities, leaving us bound to grant funding to provide these opportunities in an ongoing manner.|Kit Carson Union Elementary School District/Mid Valley will continue to leverage grant funding to provide access to a broad course of study for all students.|Met||2025-06-18|2025
16639660000000|Lakeside Union Elementary|7|Lakeside Elementary is currently using our student information system to ensure that all student have access to a broad course of study. Students in grades TK-8 are enrolled in self-contained classrooms that include integrated areas of study. 92% of all students are are considered unduplicated or low income students during the 2024-25school 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||2025-06-17|2025
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, 50.41% in the 2023–2024 school year, and 52.8% in the 2024–2025 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, 28% in 2018–2019, 29% in 2019–2020, 24% in 2021–2022, 25% in 2022–2023, 21.81% in the 2023–2024 school year, and 23.5% in the 2024–2025 school year.|A key barrier preventing the LEA from providing access to a broad course of study for all students is the availability of appropriately credentialed staff. The district has experienced ongoing challenges in recruiting and hiring qualified teachers to expand course offerings, particularly in specialized subject areas such as the arts. For example, the district has been actively recruiting for three art teaching positions for the past two years and has yet to find credentialed candidates to fill them. This issue is compounded by the district’s rural location, which limits the pool of applicants and makes it more difficult to attract and retain educators with specialized credentials. In some cases, the district has had to reassign or consolidate roles in order to maintain minimum coverage for core content areas, which further restricts opportunities to offer a wide variety of electives or enrichment courses. As a result, students may have limited access to subjects such as visual and performing arts, world languages, or CTE pathways, especially at the elementary and middle school levels. The LEA continues to explore creative staffing solutions, partnerships, and recruitment strategies to address this barrier.|In response to the challenges identified through local data and staffing shortages, the LEA will pursue several actions to ensure access to a broad course of study for all students. One significant step is the decision to apply for a waiver through the California Department of Education to allow the use of Proposition 28 funds to contract with third-party providers. This waiver would enable the district to partner with external organizations and community-based agencies to provide instruction in areas where credentialed teachers are currently unavailable—particularly in the visual and performing arts. This approach aims to immediately expand student access to enrichment opportunities while the district continues its ongoing recruitment efforts. Additionally, the LEA is exploring more flexible scheduling and staffing models to maximize the use of available instructional staff and considering partnerships with local colleges or arts organizations to supplement programming. These actions are intended to remove barriers created by staffing shortages and provide students—especially in rural and hard-to-staff schools—with equitable access to a broad and enriching course of study.|Met||2025-06-17|2025
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 STEM and/or 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 is to try purchase of time from a music teacher to come once a week and teach our students how to read music and play the the ukuleles during our special workshop/elective time.  The school will continue to promote art instruction for all 6th-8th grade students for the 2025-2026 school year and to start/expand the music program at UCS.|Met||2025-06-17|2025
16639820000000|Lemoore Union High|7|LUHSD ensures that all students, including unduplicated and exceptional needs students, have access to a broad course of study through multiple supports. Students collaborate with counselors to develop four-year academic plans aligned with their individual goals and receive ongoing guidance throughout high school.  To support college and career readiness, LUHSD partners with the California College Guidance Initiative (CCGI), helping seniors set clear postsecondary goals and plans while ensuring their transcript data is available for admissions, placement, and financial aid. The College and Career Counselor supports this work through CCGI-aligned homeroom lessons and by expanding dual enrollment opportunities.  Students can choose from a wide range of college prep, dual enrollment, and AP courses, along with Career Technical Education (CTE) offerings across 14 pathways. Schools have built-in intervention supports to address student needs as they arise. LUHSD administrators also meet regularly to review data by student group, ensuring equitable access and continuous improvement.|At Lemoore High School (LHS), all students—including unduplicated students and those with exceptional needs—have access to a broad course of study, including visual and performing arts (VAPA), music, and physical education (PE). LHS has seen growth in participation among English Learners, foster youth, and socioeconomically disadvantaged (SED) students across arts, PE, and Career Technical Education (CTE) programs. Notably, SED student participation in CTE increased by over 50%.  Jamison High School (JHS) is working to expand its course offerings, particularly in CTE agriculture, to better support college and career readiness. JHS currently offers PE, VAPA courses in drama and art, and a graphic arts program.  Despite progress, disparities remain. During the 2024–2025 school year, there was an 8.14% decrease in concentrator course enrollment among students with disabilities. Smaller declines were also noted among SED and English Learner students in CTE pathway participation.  LUHSD continues to prioritize equitable access to a broad course of study for all students. By monitoring enrollment and completion trends across student groups, the district aims to identify gaps and implement strategies for improvement.|Based on the results of locally selected measures, several barriers prevent LUHSD from providing access to a broad course of study for all students. Mandatory core subject courses often limit the number of electives students in 9th- and 10th-grade can take, restricting their ability to explore performing arts, agriculture, NJROTC, Career Technical Education (CTE),  dual enrollment, and other enriching programs. Students with Disabilities (SWD) and English Learners (EL) face additional constraints, as they are often enrolled in support courses that further reduce their elective options.  Jamison High School (JHS) faces specific barriers to CTE completion, as students must prioritize required courses necessary for earning a diploma, leaving little room in their schedules for CTE-related electives.  LUHSD is committed to exploring and implementing innovative solutions.|In response, LUHSD is working to ensure that all students have access to a broad course of study that prepares them for college and career readiness. The district has made a focused effort on PLC training and implementation to help students achieve higher academic performance.  To specifically support English Learners (EL), LUHSD is enhancing EL supports to ensure equitable access to a broad course of study as students progress through school. LHS is working to expand dual enrollment opportunities on its campus. Additionally, collaborations with Lemoore College are being explored to offer potential dual enrollment opportunities for students at Jamison High School (JHS). At the same time, LUHSD is evaluating the feasibility of incorporating Edgenuity CTE courses to expand options for students at JHS. LHS is also working to expand its CTE participation to ensure more equitable representation across student groups.|Met||2025-06-11|2025
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 (55%), while our ELA scores far exceed the state average (87%). As a result of the review of this data, LMCHS has decided to focus on improving these math scores on the CAASPP, in an effort to improve educational access.|Intervention strategies will be utilized to target lower performing students in math, as well as other content areas. Project day time will be employed to direct additional instructional time to these students, with math CAASPP scores and local formative assessments used as a metric to observe the effectiveness of the intervention.|LMCHS is collaborating with California College Guidance initiative to achieve two objectives: 1) All high school seniors will have clear postsecondary goals and a plan on how to achieve them. 2) Student transcript data will follow them through the educational system to provide information on admissions, placement, guidance and financial aid.|Met||2025-06-12|2025
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 broad course of study, not all students are successful in their courses and have to enroll in credit recovery classes. Our counselor has developed a four-year plan for our students.  Students who are struggling to keep up with the academic demands of Lemoore Online are sent through a tiered system of supports.  The district has also set up an Academic Advisory Review Board to ensure students are on track for a diploma.|"Lemoore Online utilizes a tiered MTSS system to monitor student progress. All site teachers work in conjunction with the 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 determines 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, support 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 Student Services department is also available to support our students as needed if there is a social-emotional or behavioral support need."|Lemoore Online is an independent study program that offers students a flexible, self-paced learning experience aimed at removing barriers to success. With support from Lemoore Online staff, students complete coursework digitally and have the freedom to create personalized schedules. The program uses Edgenuity, a robust online platform offering over 200 standards-based courses in core subjects, college prep, electives, CTE, and credit recovery. Edgenuity is accredited by AdvancED, NCA CASI, SACS CASI, and NWAC. Students learn through multimedia instruction, vocabulary activities, writing, labs, presentations, and assessments. They have 24/7 access to their courses and can receive additional support from live teachers in the Learning Center. Per the Master Agreement, students must maintain adequate academic progress. Interventions such as weekly progress meetings and Tier 2 Goal Meetings are used when concerns arise. If a student continues to struggle despite interventions, a meeting will be held to determine if Lemoore Online remains an appropriate placement.|Met||2025-06-12|2025
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 all 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 at the elementary schools have access to instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Fine Arts.  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. Addtionally, targetted grade levels the elemantary 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 strengthing the professional learning communities at each school site, providing support for our students in subgroups, and writing instruction at the elementary level. 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||2025-06-18|2025
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 all 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 at the elementary schools have access to instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Fine Arts.  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. Addtionally, targetted grade levels the elemantary 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 strengthing the professional learning communities at each school site, providing support for our students in subgroups, and writing instruction at the elementary level. 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||2025-06-18|2025
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 all 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 at the elementary schools have access to instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Fine Arts.  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. Addtionally, targetted grade levels the elemantary 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 strengthing the professional learning communities at each school site, providing support for our students in subgroups, and writing instruction at the elementary level. 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||2025-06-18|2025
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 all 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 at the elementary schools have access to instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Fine Arts.  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. Addtionally, targetted grade levels the elemantary 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 strengthing the professional learning communities at each school site, providing support for our students in subgroups, and writing instruction at the elementary level. 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||2025-06-18|2025
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.  Primary schools within our district (AES, TES, and KCES) are focusing on early literacy with five key themes of  ELA/literacy and ELD instruction— Meaning Making, Language Development, Effective Expression, Content  Knowledge, and Foundational Skills. RSMS is working on the gradual release model and AHS's focus has been the ""Profile of a Graduate."" In collaboration with KCOE, our school's team has identified what is means to be a successful learner at site's and instruction revolves around exposure to standards and rigorous engagement and collaborative structures."|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||2025-06-26|2025
17101730000000|Lake County Office of Education|7|CCS and Hance serve specific populations of students.  CCS serves students with extreme behaviors while Hance serves students who have been expelled or transferred due to behavioral concerns.  Currently, all students at CCS hold an Individualized Educational Plan (IEP) so CCS works with the district of residence to serve each student through the goals outlined in the student’s 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 2025-26 school year, CCS and Hance will embed more career exploration opportunities for students that align with their current course of study.  Both schools will also engage in more project-based learning and lessons involving the arts (music, art, drama, etc).|Met||2025-06-24|2025
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 need to be implemented by KVUSD at this time|Met||2025-06-17|2025
17640140141382|Shade Canyon|7|Shade Canyon School ensures access to a broad course of study through its schoolwide Public Waldorf-inspired curriculum model, which is intentionally designed to provide all students with integrated academic and enrichment experiences. Because the curriculum does not rely on textbooks or tracked instructional materials, students create their own lesson books and journals from teacher-supplied, standards-aligned materials. All classes follow a shared scope and sequence across core and enrichment subjects. Access is monitored through instructional planning meetings, walkthroughs by the administrator, and collaborative reviews of student work and portfolios. This holistic approach ensures that all students—including unduplicated pupils and students with exceptional needs—participate fully in the breadth of the curriculum.|All students at Shade Canyon School have full access to and are enrolled in a broad course of study aligned with California content standards and our Public Waldorf-inspired charter. In addition to core academic instruction in ELA, math, science, and social studies, students participate in handwork, movement, music, watercolor painting, drama, gardening, and Spanish. These are embedded into daily and weekly instruction across all classrooms. Instruction is inclusive; students with IEPs and from unduplicated groups receive supports as needed to access the full curriculum alongside their peers. There are no differences in access across student groups, and all students are included in all enrichment offerings regardless of ability level or background.|The primary barrier to expanding access to a broad course of study is limited staffing and facilities. As a small and growing charter school, budget constraints restrict the number of credentialed specialty teachers we can hire. Some specialty offerings (e.g., handwork or gardening) are currently provided by part-time staff or integrated into the core teacher’s day, which can limit scheduling flexibility and the depth of instruction. Limited indoor space and multi-use rooms also require careful coordination to ensure all students can access enrichment experiences without disruption. These challenges are logistical rather than philosophical—broad access remains a priority.|To maintain access to a broad course of study while managing growth, Shade Canyon will continue to emphasize interdisciplinary instruction that integrates the arts and movement across academic content. The school is exploring ways to invite community members and volunteers to support music and Spanish offerings on a limited basis. As enrollment increases and funding allows, the school intends to hire part-time enrichment instructors. In the meantime, teacher collaboration and planning will focus on maintaining a well-rounded curriculum that supports all students equitably, including those with exceptional needs.|Met||2025-06-24|2025
17640220000000|Konocti Unified|7|As reported in the Konocti USD 2025-26 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 and 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 2025-26 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, AVID, 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||2025-06-25|2025
17640300000000|Lakeport Unified|7|LUSD utilizes 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 WASC review. Additionally, the CLHS course catalog was overhauled and all courses (excluding on) 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.|LUSD is working to increase access to dual enrollment courses for all high school students. The district is also exploring the possibilities of enhancing our career pathways through strategic partnerships with local industry leaders and business. The district is also exploring options to expand access to job shadowing, externships, internships, and apprenticeships experiences available to high school and middle school  students at LUSD.|Met||2025-06-16|2025
17640480000000|Lucerne Elementary|7|The tool that the LEA uses to track students’ access to a broad course of study is our school database called Schoolwise.  According to our school database all of our students are receiving a broad course of study in their self-contained classes.|Since we are a single school, school district there are no differences across sites or student groups.|In regards to all of the subjects listed in the Broad Course of Study we do not have the ability to give instruction in Fine Arts and Foreign Language.  The barrier that we face as an LEA is that we don’t have the monetary means for additional staffing needed to give instruction in either one of these  subjects.    During the 2024/25 school year Art was offered utilizing the curriculum “Art of Education”.   During the 2024/25 school year Guitar was offered as an elective course, focusing on music appreciation, developing playing skills and learning to read chord charts.|In order to offer instruction in Foreign Languages we will actively recruit and hire teachers that are equipped to teach a foreign language or who are bilingual.   We are also offering teachers the opportunity to learn a foreign language as Professional Development. For Fine Arts instruction we are limited because of budget constraints.  In order to supplement  we have offered after school enrichment programs through the “Expanded Learning Opportunity” program Fine Arts.  We plan to continue  and expand upon the offerings in the upcoming school year.|Met||2025-06-18|2025
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, honors class enrollment, 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.|MUSD is always looking for ways to expand its course offerings.  We have used Prop 28 funds to provide a drama program at our elementary schools.  We continue to support multiple robust CTE programs and dual enrollment offerings at the high school level|Met||2025-06-25|2025
17640550108340|Lake County International Charter|7|Based on our comprehensive family engagement systems and small school environment, LCICS utilizes several locally selected measures to track equitable access to our broad course of study: ongoing conversations with families across all grade levels to assess student needs; direct classroom observations and teacher feedback to identify any barriers; family surveys and input gathered; personal outreach to families.|LCICS maintains an open-door policy communications with families to identify and address access barriers; offers individualized support for students with exceptional needs. All students at LCICS have the same access to all courses and extracurricular activities regardless of student group or grade level. Our small school structure and commitment to personalized communication allows us to monitor and ensure this equity through direct observation, family feedback, and responsive adjustments to remove any identified barriers to full participation in our comprehensive educational program.|We are not experiencing any barriers providing a broad course of study for all students.|N/A|Met||2025-06-25|2025
17640550129601|California Online Public Schools North Bay|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students.|Met||2025-06-10|2025
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 in partnership with the high school.  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, following a full mainstream model when appropriate, and students are receiving more targeted push in support to meet their individual learning|Teachers are provided early release days (secondary) and collaboration days to plan and learn 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 its 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-6 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, 30 days beyond the school year.|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. Our High School is expanding their CTE pathways and leadership opportunities to expand the opportunities of our students in continually accessing a broad course of study.|Met||2025-06-16|2025
18101810000000|Lassen County Office of Education|7|Lassen County SELPA ( Lassen County Special Education) Operates one classroom for moderate to severe students  9-12, the current enrollment is 8 total students. These classroom is located on the Lassen High School campus, 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 one classroom for moderate to severe students  9-12, the current enrollment is 8 total students. These classroom is located on the Lassen High School campus, 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 one classroom for moderate to severe students  9-12, the current enrollment is 8 total students. These classroom is located on the Lassen High School campus, 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 one classroom for moderate to severe students  9-12, the current enrollment is 8 total students. These classroom is located on the Lassen High School campus, allowing for inclusion and integration into general education classes as appropriate per the Individualized Education Program (IEP).|Met||2025-06-25|2025
18640890000000|Big Valley Joint Unified|7|||||Not Met|||2025
18641050000000|Janesville Union Elementary|7|Janesville Union School District uses several locally selected measures to track student access to and enrollment in a broad course of study. These include master schedule reviews by grade span, student enrollment data disaggregated by unduplicated student groups and students with exceptional needs, and participation tracking in core academic programs and primary grade reading interventions. The district also monitors enrollment in junior high exploratory classes to ensure all students have access to a well-rounded curriculum. Continuous monitoring through student information system (SIS) reports and annual review of course offerings helps ensure equitable access and informs adjustments to support all learners.|Based on locally selected measures—including master schedule reviews, disaggregated enrollment data, participation in primary grade reading interventions, and enrollment in junior high exploratory classes—Janesville Union School District ensures that all students have access to, and are enrolled in, a broad course of study. As a single-school district, there are no differences across sites. Monitoring indicates that most student groups, including students with disabilities and socioeconomically disadvantaged students, participate equitably in core academic programs and exploratory opportunities. However, ongoing efforts are focused on increasing participation of students with disabilities and socioeconomically disadvantaged students in enrichment and elective courses. Over time, the district has expanded access to reading intervention and exploratory classes to support a well-rounded educational experience for all students. Continuous monitoring informs program adjustments, and input from the School Site Council/LCAP stakeholder group is regularly used to guide decisions that promote equitable access and student success.|Barriers to providing full access to a broad course of study for all students include limited staffing and scheduling flexibility, which restrict the number and variety of elective and enrichment courses that can be offered, particularly in a small rural setting. Additionally, students with disabilities and socioeconomically disadvantaged students may face barriers such as transportation challenges, limited academic readiness, or competing needs that impact participation in supplemental programs and exploratory classes. The district is working to address these barriers through targeted scheduling, expanded intervention supports, and stakeholder-informed planning.|In response to the identified barriers, Janesville Union School District has taken steps to ensure all students have access to a broad course of study. The district has expanded reading intervention services in the primary grades, adjusted the junior high schedule to protect access to exploratory classes, and prioritized inclusive scheduling practices to ensure students with disabilities can participate in general education and elective courses. Moving forward, the district will continue to use stakeholder input from the School Site Council/LCAP group to inform course offerings, explore shared services or partnerships to increase enrichment opportunities, and regularly monitor enrollment data to address equity gaps.|Met||2025-06-17|2025
18641130000000|Johnstonville Elementary|7|Johnstonville Elementary School District ensures all students have access to, and are enrolled in, a broad course of study through the school’s master schedule, class rosters, and enrollment data aligned with the California Education Code for grades K–8. These tools confirm that all students, including unduplicated students and individuals with exceptional needs, receive equitable access to required subject areas such as English language arts, mathematics, science, social studies, physical education, and the arts. Students with disabilities receive services in accordance with their IEPs, with the Resource Specialist coordinating support to ensure compliance and effectiveness. The district also uses California School Dashboard data and public board presentations to transparently communicate progress toward maintaining a broad curriculum for all student groups.|All students in the Johnstonville Elementary School District are enrolled in a broad course of study that includes the full range of subjects outlined in the Education Code. As a single-school district with coterminous boundaries, there is no variation in course access across sites or grade spans. The school’s structure allows for uniform implementation of academic programming, ensuring equitable access for all student groups, including English learners, foster youth, low-income students, and students with disabilities. Over time, the district has maintained a steady commitment to offering a balanced educational experience that integrates both academic and enrichment opportunities within available staffing and funding constraints.|Johnstonville faces several barriers that limit its ability to expand access to a fully broad course of study. One ongoing challenge is the need to allocate sufficient time for academic intervention during the school day, which can limit opportunities for enrichment subjects such as music, art, and applied technology. Additionally, the district’s small size and rural location present difficulties in recruiting and retaining credentialed staff for non-core content areas. These staffing limitations restrict the district's ability to offer specialized programs in areas such as world languages or the applied arts. Furthermore, budgetary constraints also affect the ability to expand elective offerings and invest in additional instructional personnel. Despite these challenges, Johnstonville remains committed to identifying creative solutions that promote equitable access to a well-rounded education for all students.|In response to the identified barriers, Johnstonville Elementary School District is implementing strategic actions to preserve access to a broad course of study for all students. The district continues to examine the daily schedule to ensure that academic intervention blocks do not eliminate opportunities for enrichment. To address staffing limitations, Johnstonville continues to pursue alternative instructional delivery methods, such as rotating enrichment opportunities and using part-time specialists to offer a choral music program. In addition, Johnstonville is actively seeking supplemental funding through grants and community partnerships to support enrichment programming and additional staffing. The district continues to engage stakeholders through board meetings, surveys, and parent-teacher communication to align program offerings with students' interests and community values. These coordinated actions reflect the district’s commitment to providing all students with a well-rounded and equitable educational experience.|Met||2025-06-17|2025
18641390000000|Lassen Union High|7|The LEA uses a combination of local data systems and assessment tools to monitor student access and enrollment in a broad course of study. These include the student information system (SIS) to track course enrollment by grade span, disaggregated by unduplicated student groups (such as English learners, foster youth, and low-income students), and students with exceptional needs. Additionally, the LEA reviews Individualized Education Programs (IEPs) and Section 504 plans to ensure students with exceptional needs have equitable access to appropriate courses. Periodic course audits and counselor reviews further support tracking and addressing gaps in course availability and student participation.|ChatGPT said: Using the locally selected measures, the LEA has found that most students across all grade spans have access to and are enrolled in a broad course of study that includes core academics, electives, and specialized programs. However, data disaggregated by student groups reveals some disparities: English learners and students with exceptional needs have slightly lower enrollment rates in advanced courses and electives compared to their peers. Additionally, differences exist across school sites, with some schools offering a wider variety of courses and extracurricular options than others, often influenced by school size and staffing. Over time, the LEA has made progress in expanding course offerings and increasing enrollment equity by implementing targeted outreach, staff training, and resource allocation to underrepresented groups and sites, resulting in gradual improvements in access and enrollment for all students.|Key barriers limiting access to a broad course of study include limited staffing and funding, scheduling challenges, and insufficient counselor support. Transportation issues and lack of awareness about course options also restrict enrollment, especially for English learners and students with exceptional needs. Additionally, uneven staff training on equity and inclusion affects consistent access across sites.|In response to the findings, the LEA has implemented and plans to expand targeted staffing increases and professional development focused on equity and inclusive practices. The LEA is revising scheduling procedures to allow more flexible course options and increasing counselor capacity for personalized student support. Efforts to improve communication about course offerings and address transportation barriers are also underway. Additionally, the LEA is allocating resources to expand advanced and specialized courses at under-resourced sites to ensure all students have equitable access to a broad course of study|Met||2025-06-24|2025
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 Administration 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||2025-06-18|2025
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||2025-06-26|2025
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.|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||2025-06-17|2025
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||2025-06-18|2025
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, the teacher and the College and Career Counselor. 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.|Increasing student enrollment in middle school foreign language courses has been prioritized for the 2025-26 school year. Adoption of a new high school ELA and middle school curriculum will be taking place beginning in the 2025-26 school year with subsequent training scheduled for teaching staff.|Met||2025-06-18|2025
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.|Westwood Unified School 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.|Based on the identified barriers, several challenges prevent Westwood Unified School 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 can result 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 can hinder 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 strategies that prioritize resource allocation, student support services, & collaboration with community partners. By mitigating these challenges, the district can enhance access to a broad course of study.|To ensure access to a broad course of study for all students, Westwood Unified School District has implemented several revisions and new actions: Course Enrollment Review: Academic counselors, registrars, 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 & students not meeting minimum grades for A-G credit. To address these barriers, the district works with Lassen College to encourage students to enroll in classes.|Met||2025-06-18|2025
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 engenuity 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||2025-07-09|2025
18750360121657|Mt. Lassen Charter|7|MLCS uses a number of systems 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 Bright Thinker (LMS), as well as supplemental programs such as Newsela, 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 related to resources for transporting students (not enough vehicles) to learning center for support, insufficient student support such as counseling, and lack of cultural responsiveness.|MLCS will not be adding new actions within the goals to added appropriate resources.   MLCS leadership will continue to advocate for transportation including purchasing an additional vehicle, adding counseling services and professional development and instructional support in the area of cultural responsiveness.|Met||2025-07-09|2025
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, the teacher and the College and Career Counselor.  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||2025-06-18|2025
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.|Access to a broad course of study for all students has been affected this year by internal probation and facility-related issues that disrupted programming and instructional delivery. Frequent student movement between sites and unexpected facility closures interrupted learning and limited the ability to offer diverse courses. Additionally, ongoing challenges with limited access to technology have hindered the implementation of digital learning tools, online coursework, and Career Technical Education (CTE) pathways, restricting students’ opportunities to engage in a comprehensive and varied curriculum.|CTE courses continue at select juvenile camp schools (JCS) and county community schools (CCS), with programming currently offered at two sites. This year, the goal is to expand CTE offerings to additional JCS and CCS sites to increase student access to diverse career pathways. Additionally, OSHA certifications are offered at all LACOE sites, providing students with valuable workforce credentials. At LACHSA, two CTE pathways are already in place, and plans are underway to develop and implement a third pathway, further enhancing opportunities for students to explore specialized fields. |Met||2025-06-17|2025
19101990106880|Jardin de la Infancia|7|Jardin de la Infancia uses student schedules, teacher lesson plans, and classroom observations to ensure all students, including English Learners and students with exceptional needs, have access to a broad course of study. As a TK–1st grade school, we monitor access to core content areas—English Language Arts, Mathematics, Science, Social Studies—and enrichment, including art and social-emotional learning. We also track participation through attendance logs and instructional minutes to ensure equitable access across all student groups.|Using student schedules, instructional minutes, and classroom observation tools, Jardin de la Infancia has verified that all students, including English Learners and students with exceptional needs, have access to a broad course of study. All students participate in daily instruction in English Language Arts and Mathematics, along with regular exposure to Science, Social Studies, Visual Arts, and Social-Emotional Learning.  There are no differences in access across student groups or classrooms, as all students receive the same instructional offerings. Students with IEPs are included in the general education setting to the greatest extent possible, with supports embedded to ensure full access to the curriculum.  Over time, we have expanded enrichment opportunities and added structured time for art and project-based learning, increasing the quality and consistency of the broader curriculum across grade levels. We will continue monitoring this area to ensure equitable access remains a strength for all student groups.|Jardin de la Infancia offers students access to a broad course of study that includes core content areas as well as enrichment opportunities such as physical education and art. However, one ongoing challenge is ensuring that students with exceptional needs receive necessary services without missing out on enrichment instruction. These challenges are most evident when scheduling specialized support, as pull-out services can reduce time spent in broader learning experiences. Addressing these barriers will require strategic planning around scheduling, staffing, and resource allocation to ensure all students benefit fully from a well-rounded education.|In response to our analysis, Jardin de la Infancia will revise student support schedules to minimize overlap with enrichment classes such as art and physical education, ensuring students with exceptional needs have full access to the broader curriculum. We are also exploring flexible service delivery models. Additionally, we will continue monitoring instructional minutes and student schedules to identify and address any gaps in access across student groups, reinforcing our commitment to an inclusive and well-rounded educational experience for all.|Met||2025-06-18|2025
19101990109660|Aspire Antonio Maria Lugo Academy|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19101990112128|Aspire Ollin University Preparatory Academy|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19101990115030|Magnolia Science Academy 3|7|MSA-3 designs its master schedule strategically to meet the diverse academic needs of all students, ensuring equitable access to a comprehensive range of content areas. All student groups are provided access to core academic subjects—including English, mathematics, social sciences, and science—as well as a variety of electives aligned with our charter petition and graduation requirements.  Evidence of this commitment is reflected in our school’s master schedule, elective request forms, class rosters, individual student schedules, and transcripts. These tools demonstrate MSA-3’s dedication to delivering a well-rounded, rigorous education that supports both academic growth and student interests.  To promote on-time high school graduation, MSA-3 provides students with individualized four-year academic plans and targeted support programs. Students receive guidance in selecting courses that meet A-G requirements for UC/CSU admission. Additionally, we offer credit recovery options and personalized graduation plans to ensure students remain on track to meet their academic and postsecondary goals.|As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, 100% of MSA-3 students have access to a broad course of study, including core academic subjects—English, mathematics, social sciences, and science—as well as a range of electives, in alignment with our charter petition.  MSA-3 also offers all academic programs and services outlined in our charter, with certain offerings tailored to student needs and interests. For example:  ELA and Math Intervention: We provide Common Core-aligned intervention classes for students requiring additional academic support.  ELD Programs: English Learners (ELs) and immigrant students receive both designated and integrated ELD instruction, along with targeted support and intervention services.  Progress Monitoring: Student performance in ELA/Literacy, math, and ELD is closely tracked using interim assessments such as MAP and IAB, allowing for timely interventions and instructional adjustments.  We also offer dual enrollment opportunities, allowing students to earn college credit while still in high school. Participation in these courses has grown significantly, reflecting both student interest and academic success.  All students have access to Advisory classes, which focus on college planning, career exploration, and college readiness. In addition, MSA-3 provides credit recovery options and develops individualized graduation plans to ensure students complete the necessary coursework to meet UC/CS|MSA-3 provides all students with access to a college-preparatory, STEAM-focused broad course of study that equips them with the knowledge, skills, and experiences necessary for success in both college and careers. Our academic program emphasizes Science, Technology, Engineering, Arts, and Mathematics (STEAM) integration, fostering creativity, critical thinking, and real-world problem-solving across disciplines.  In alignment with our charter petition, all students are enrolled in a rigorous curriculum that includes core academic subjects—English, mathematics, social sciences, and science—as well as a variety of electives and enrichment opportunities. These offerings are designed to be inclusive and responsive to diverse learning needs and student interests.  To support college readiness, MSA-3 incorporates:  Project-based learning that encourages innovation and collaboration.  Access to dual enrollment courses, allowing students to earn college credit while in high school.  Advisory classes focused on college planning, career exploration, and academic goal setting.  A-G aligned graduation plans to ensure students meet the eligibility requirements for UC/CSU admission.  Our STEAM approach, combined with a supportive learning environment, prepares students to thrive in postsecondary education and in a rapidly evolving global workforce.|MSA-3 will continue to provide all students with access to a college-preparatory, STEAM-focused broad course of study, ensuring that every student graduates college- and career-ready. Our instructional program is designed to equip students with the academic foundation, critical thinking skills, and real-world experiences necessary for success in postsecondary education and beyond.  In our ongoing commitment to delivering a well-rounded education, MSA-3 will strive to expand offerings to include:  Additional elective courses aligned with career pathways,  Continued access to health and physical education,  A variety of visual and performing arts programs,  Strengthened instruction in civics and social-emotional learning (SEL),  And enhanced experiential learning opportunities, such as instructional field trips, internships, community service projects, and student-led clubs.  These expanded opportunities aim to foster student engagement, creativity, leadership, and a sense of civic responsibility.  While the implementation of these programs depends on the availability of financial and human resources, MSA-3 is committed to making the best possible use of its resources to provide all students with a rich, diverse, and engaging educational experience that supports their academic and personal growth.|Met||2025-06-26|2025
19101990115212|Magnolia Science Academy 2|7|MSA-2 utilizes multiple locally selected tools to ensure all students, including unduplicated student groups and students with exceptional needs, have access to a broad course of study. The school’s master schedule, elective forms, rosters, and transcripts confirm access to core subjects and electives aligned with our charter. Students receive 4-year plans, credit recovery, and individualized graduation support to meet UC/CSU requirements.  Students with IEPs are supported through regular meetings, accommodations, and academic/behavioral interventions. Data from CAASPP, MAP, IABs, and the CA Dashboard is regularly reviewed by school and home office staff to develop action plans targeting academic growth, absenteeism, and college readiness. Progress is shared with staff during PD and reviewed at midyear and board meetings.  Teachers and administrators align goals through SchoolMint Grow, and performance reviews include accountability for student progress. MSA-2 offers AP and dual enrollment courses, ELD instruction, and targeted interventions in ELA and math. Advisory classes provide college and career planning support.  To enhance offerings, MSA-2 will continue expanding electives aligned to career pathways, health/PE, arts, civics, SEL, and experiential learning opportunities, as resources allow, ensuring all students graduate college and career ready.|Using locally selected measures, MSA-2 ensures all students—including unduplicated groups and students with exceptional needs—have access to and are enrolled in a broad course of study. The master schedule is designed to meet diverse student needs, offering core subjects and electives aligned with our charter and graduation requirements. All students receive 4-year academic plans, credit recovery options, and individualized graduation plans to support on-time completion of UC/CSU requirements.  Regular meetings with the Special Education department support students with IEPs through accommodations and interventions based on academic, behavioral, and social-emotional needs. Administrators meet with home office staff to review data from CAASPP, MAP, IABs, and the Dashboard to develop and monitor action plans. This data is shared during staff PD, and midyear LCAP progress is presented to the board.  Teachers and administrators align professional goals through Schoolmint Grow and are held accountable through performance reviews. MSA-2 also offers AP and dual enrollment courses, designated and integrated ELD instruction, intervention classes, and advisory courses for college and career readiness. We continue to expand offerings in STEAM, civics, arts, SEL, and experiential learning based on available resources, ensuring all students receive a well-rounded, college-preparatory education.|MSA-2 does not face barriers to providing access to a broad course of study for all students, including unduplicated groups and those with exceptional needs. Our master schedule ensures all students can enroll in core subjects and electives aligned with our charter and graduation requirements. We continue expanding Honors, AP, and dual enrollment offerings based on demand.  All students receive 4-year graduation plans and access to credit recovery to meet UC/CSU requirements. Advisory classes support college and career readiness. Students needing additional help receive CCSS-aligned intervention in ELA and math, as well as designated and integrated ELD services. Progress is monitored through MAP, IABs, and other assessments.  The Special Education team meets regularly to review IEP goals and implement targeted accommodations and supports. School leadership collaborates with the home office to review student performance data and develop action plans to improve academic outcomes, attendance, and college readiness. These efforts are discussed in staff PDs and board meetings.  Teachers and administrators align professional goals with school priorities using SchoolMint Grow and are evaluated accordingly. MSA-2 continues to invest in expanding elective options, arts, SEL, field trips, internships, and other enrichment opportunities, as resources allow, to support a well-rounded, college-preparatory education for all students.|MSA-2 designs its master schedule to ensure all students, including student groups, have access to core subjects and electives aligned with our charter and graduation requirements. All students receive 4-year graduation plans, credit recovery options, and individualized support to meet UC/CSU requirements. Advisory classes offer college and career readiness, including test prep.  Special Education staff meet regularly to review IEP goals and implement supports based on academic, behavioral, and social-emotional needs. Accommodations are determined with input from teachers, parents, and students. Intervention classes are provided in ELA and math, along with designated and integrated ELD services for EL and immigrant students. Student progress is closely monitored using MAP, IABs, and other assessments.  MSA-2 holds regular meetings with the home office to review performance data for all student groups and develop action plans. This data informs instructional practices and is shared with staff in PD. Midyear LCAP progress is reviewed with MPS leadership and Board members. Teachers and administrators set aligned goals in Schoolmint Grow and are held accountable in end-of-year evaluations.  MSA-2 also offers AP and dual enrollment courses, and seeks to expand honors, career pathway electives, PE, arts, civics, and SEL programs. Additional offerings such as field trips, internships, and clubs depend on available resources, supporting a well-rounded, college-preparatory education.|Met||2025-06-26|2025
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||2025-06-23|2025
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||2025-06-23|2025
19101990128025|Lashon Academy|7|The Local Education Agency (LEA) 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||2025-06-18|2025
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. Moreover, our partnership with Long Beach City College means that our students have access to many more courses of study. 35% of our students utilize this program.|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||2025-06-04|2025
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. The 2024-2025 school year presented the Eaton Fire Challenge beginning in January 2025, however, our learning continuity plan helped us to continue our course offerings to our students both on campus and if necessary, online.|Space continues to be a serious barrier to our offerings; even more evident this year with a co-location after the Eaton Fire and increased enrollment. We have and are currently exploring options to expand our outdoor space to meet the needs of all of our students. This includes but is not limited to expanding our garden learning environment.|Met||2025-06-23|2025
19101990135582|Westbrook Academy|7|Westbrook Academy 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 Westbrook Academy, LAPF provides resources and programs to support the school and program. Westbrook Academy currently serves 409 students in grade 6-12 of with student demographics that include: 83% Hispanic, 16% African American, 0.2% American Indian, 25% English Learners (EL), 14% Students with Disabilities (SWD), 0.4% Foster Youth (FY), and 87% Socioeconomically Disadvantaged (SED). Westbrook Academy 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 Westbrook Academy, all students in grades 6-12 have access to and are enrolled in English, Math, Social Science, Science, VAPA, Foreign Language (9-12), 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. 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 Westbrook Academy will continue to monitor this to ensure no barriers arise to change access|Westbrook Academy 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||2025-06-12|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19101990137166|Soleil Academy Charter|7|Soleil Academy tracks student access to a broad course of study through Master Schedule documentation ensuring all students receive core instruction in ELA, Math, Science, Social Studies, Visual Arts, Music, Physical Education, and Social-Emotional Learning. CALPADS enrollment data monitors participation across student groups including English Learners (22%), Students with Disabilities (12%), and Socioeconomically Disadvantaged students (76%). The school maintains 100% participation rates in enrichment programming and Physical Fitness Test components for Grade 5. Course access monitoring includes enrollment data for after-school programs featuring dance, robotics, music, arts, wellness, and project-based learning, plus implementation tracking of the Amplify Science curriculum pilot across grades K-5. Compliance documentation includes School Accountability Report Card (SARC) reporting for transparency in course offerings, textbook inventory tracking for standards-aligned materials access, and special education IEP documentation verifying appropriate accommodations for students with exceptional needs. These measures ensure equitable access to comprehensive educational programming while maintaining accountability for all student populations, particularly unduplicated pupils who comprise over 90% of enrollment.|Soleil Academy demonstrates universal access to a comprehensive course of study for all students across grades TK-5. As a single-site charter school, there are no site-based differences. Universal Access and Participation: All students (100%) participate in core academic subjects including ELA, Math, Science, Social Studies, Physical Education, Visual Arts, Music, and Social-Emotional Learning. The school maintains 100% participation in enrichment programming, standards-aligned materials access, and Physical Fitness Test components for Grade 5. Equity Across Student Groups: Master Schedule and enrollment data confirm equal access for all student populations, including EL (22%), SWD (12%), and SED students (76%). Special education students receive IEP-documented accommodations while accessing general education curriculum. English Learners participate in designated and integrated ELD alongside core content. Enhanced Programming: After-school programming provides additional specialized courses in dance, robotics, music, arts, wellness, and project-based learning for all interested students. The Amplify Science curriculum pilot expands hands-on learning across grades K-5. Universal Chromebook access ensures equitable participation in digital learning components. The data indicates sustained universal access with no identified gaps across student populations, maintaining comprehensive educational equity for all learners regardless of demographic characteristics or learning needs.|Based on the results of locally selected measures and tools, Soleil Academy has identified no barriers preventing access to a broad course of study for all students. The data demonstrates 100% student participation across all core academic subjects, enrichment programming, and extended learning opportunities. Universal access to standards-aligned instructional materials, technology devices, and specialized programming ensures equity across all student populations including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. Master Schedule documentation, enrollment tracking, and compliance monitoring confirm that systemic supports are in place to maintain comprehensive course access without identified obstacles or limitations affecting any student groups.|In response to locally selected measures confirming universal access, Soleil Academy is implementing enhancements to strengthen comprehensive programming for all students. Curriculum and Instruction: The school is piloting Amplify Science curriculum across grades K-5 to enhance hands-on, inquiry-based learning aligned with Next Generation Science Standards. Comprehensive teacher training on new curriculum implementations, Universal Design for Learning (UDL), and specialized strategies for English Learners and Students with Disabilities ensures high-quality instruction across all content areas. Technology and Resources: Continued investment in one-to-one Chromebook access and IT support maintains digital equity across all content areas. Extended Programming: Maintenance and expansion of after-school programming in robotics, arts, music, dance, and project-based learning provides additional pathways for student engagement beyond core instruction. Assessment Enhancement: Implementation of enhanced assessment systems including mCLASS DIBELS pilot alongside continued use of NWEA MAP, STAR Renaissance, and i-Ready platforms ensures ongoing progress monitoring across all content areas. These actions build upon successful universal access while enhancing educational quality and depth for all students.|Met||2025-06-28|2025
19101990137679|Magnolia Science Academy 5|7|Magnolia Science Academy-5 utilizes a comprehensive set of locally selected tools to track student access and enrollment in a broad course of study. These tools include:  Master Schedule – Ensures all required subjects and electives are offered across grade levels and student subgroups, covering A-G requirements   Elective Enrollment Forms – Allow students to select courses aligned with their interests and career aspirations.  Class Rosters and Transcripts – Provide real-time and historical enrollment data across content areas.  Student Schedules – Document the individual academic pathways and confirm alignment with graduation requirements.  4-Year Academic Plans and Graduation Tracking Tools – Ensure each student is on track to meet UC/CSU A-G requirements as well as IGETC-Dual Enrollment Pathway  Data for Subgroup Monitoring – MSA-5 disaggregates participation by unduplicated student groups and students with exceptional needs to confirm equity of access.  These tools reflect MSA-5’s intentional design to promote equitable access to a standards-based and college-preparatory education for all students|Using the tools described above, MSA-5 confirms that 100% of students are enrolled in a course of study that includes English, Mathematics, Social Sciences, Science, and elective opportunities aligned with the school's charter and graduation requirements.  MSA-5 also provides:  CCSS-aligned ELA and math intervention classes for students who need additional academic support.  Designated and integrated ELD instruction for English Learners (ELs), delivered in accordance with California ELD Standards and the MPS framework.  Access to instructional technology and adaptive learning platforms (e.g., myON, StudySync, Khan Academy, GIMKIT, Gizmos) to support individualized learning.  Advanced academic offerings include:  AP courses (e.g., AP Spanish Language & Culture, AP World History AP U.S. Government) and planning to offer more in 2025-26 school year  Dual enrollment opportunities with Los Angeles Pierce College  College and career exploration via Advisory classes and formal counseling initiatives.  These opportunities are consistently accessible to all subgroups, including ELs, low-income students, and students with disabilities, reflecting MSA-5’s commitment to an inclusive and equitable academic experience|Despite MSA-5’s strong offerings, several barriers persist that limit the full realization of a broad course of study:  Facility Constraints: As MSA-5 operates on a shared campus, there are logistical limitations on available instructional space. This has restricted the expansion of elective options, especially lab-intensive courses such as advanced science or career tech electives.  Newcomer Student Placement: Some students, particularly recent arrivals and English Learners, begin behind in their coursework. MSA-5 must allocate considerable resources to rework schedules and provide targeted support, such as credit recovery, to keep these students on track.  These challenges highlight the need for improved infrastructure and flexible programming to fully meet the evolving needs of the student body|In response to the challenges and findings outlined above, MSA-5 has implemented or is planning several key actions:  Continue Offering College-Prep Curriculum: MSA-5 remains committed to delivering a STEAM-focused curriculum that prepares students for postsecondary success.  Expanded Electives and Enrichment: The school aims to expand offerings in:  Career and technical education pathways.  Health and physical education.  Visual and performing arts.  Digital citizenship, civics, and financial literacy.  Social-emotional learning and mental health.  Experiential Learning Opportunities: MSA-5 is increasing access to field trips, service learning, clubs, internships, and mentoring to provide hands-on learning and real-world application.  Maximizing Resources: To overcome facility limitations, MSA-5 is seeking creative scheduling solutions and leveraging partnerships (e.g., with community colleges) to offer more learning experiences beyond the classroom.  Future Facility Planning: The planned transition to a new site is anticipated to allow for broader implementation of lab-based, career-aligned, and arts programs, fulfilling both student interest and charter goals.  Charter Renewal: MSA-5 will renew its charter authorization through the Los Angeles County of Education in the 2025-26 school year  WASC: The school will go through a mid-cycle WASC accreditation process in 2025-26 SY>   Through these actions, MSA-5 is working to provide an expansive, engaging, and equitable educati|Met||2025-06-26|2025
19101990138669|Da Vinci RISE High|7|Da Vinci RISE utilizes individualized credit trackers embedded within each student’s Personalized Learning Plan (PLP), which are reviewed regularly in partnership with the student, their advisor, and case manager or counselor. These tools ensure that all students are on track toward one of three graduation pathways: A-G eligibility, the RISE Pathway aligned with community college readiness, or the California minimum graduation requirements. These trackers are disaggregated by subgroup to monitor access and progress for unduplicated students and students with exceptional needs. Additionally, Canvas and Google Classroom serve as central platforms for instructional access, allowing educators to track progress, monitor engagement, and deliver curriculum universally. Students can access content 24/7, which increases flexibility and supports academic continuity despite personal or life challenges. Combined, these systems allow staff to adjust course offerings and supports in real time to meet students’ diverse needs.|At Da Vinci RISE, all students have individualized, flexible course plans that are tracked through personalized learning plans and credit trackers. These tools ensure students are continuously enrolled in a broad course of study that includes English, Math, Science, Social Studies, Visual and Performing Arts, Career Exploration, and Electives. Students meet regularly with advisors and support staff to update their graduation plans and course progress. These meetings help ensure alignment with the student’s selected pathway, whether A-G, RISE, or California minimum requirements. Course access is equitable and consistent across all sites due to our centralized curriculum, delivered through Canvas and Google Classroom, enabling universal content access regardless of location or schedule. RISE also offers the World of Work course, which integrates career readiness skills—resumes, job interviews, and career exploration—ensuring that students engage in learning that is both academically and practically relevant. No major differences have been identified across student groups in course access, though ongoing monitoring helps address barriers as they arise.|Da Vinci RISE serves a highly mobile and system-impacted student population, and external factors frequently present barriers to consistent access to a broad course of study. These include housing instability, involvement with the foster care or juvenile justice system, incomplete or delayed transfer records, and gaps in prior academic history. Such circumstances often cause disruptions in enrollment and engagement, impacting students’ academic focus, attendance, and ability to remain on track toward graduation. Additionally, many RISE students are managing adult responsibilities or trauma-related stress, which can further impact learning. Despite these barriers, RISE remains committed to ensuring every student is supported with a personalized academic plan. Staff work closely with community partners, caregivers, and county agencies to overcome these challenges and re-engage students in meaningful, accessible coursework aligned with their goals and circumstances.|To address identified barriers and strengthen access to a broad course of study, Da Vinci RISE has combined the Counseling and Case Management roles at each site, ensuring daily access to both academic and socio-emotional support services. This shift also lowered the student-to-counselor ratio, allowing for more frequent and personalized check-ins. Additionally, RISE is refining its academic program by streamlining scope and sequence across all sites and increasing consistency in instructional delivery. Digital platforms with real-time feedback will be used more extensively to support students during off-site days. To provide more time for instruction and project-based learning, the school day will be extended by one hour beginning in the next academic year. RISE is also strengthening partnerships with organizations such as Sharefest to expand college and career resources, specifically at our APCH and Richstone sites, further enriching students’ access to postsecondary pathways and a comprehensive, real-world-aligned curriculum.|Met||2025-06-24|2025
19101990139170|Lashon Academy City|7|The Local Education Agency (LEA) 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||2025-06-18|2025
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:  Grade 11 CAASPP EAP results 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||2025-06-23|2025
19101990140798|Bridges Preparatory Academy|7|BPA uses several locally selected measures to track student access to a broad course of study across grades 6-8: Master Schedule Analysis: Annual review of master schedules ensures all students, including unduplicated pupils (89% SED, 27% EL) and Students with Disabilities (SWD) (13%), are enrolled in required core subjects (ELA, Math, Science, Social Studies, PE) and elective courses (Coding, Film & Propaganda, Creative Writing). CALPADS Enrollment Data: Systematic tracking of student participation rates in elective courses by student group, currently showing 100% participation across all populations. Physical Fitness Test Participation: Monitoring Grade 7 participation in all five PFT components, currently at 100% participation rate. IEP Compliance Tracking: For SWD, monitoring through service provider logs, SEIS reports, and quarterly service reports ensures access to general education curriculum with appropriate accommodations. Annual Curriculum Audits: Textbook inventory and classroom observations verify all students have access to standards-aligned materials across content areas. Classroom Observation Protocol: Regular monitoring ensures equitable access to instruction and materials for English Learners through designated and integrated ELD services. These measures collectively ensure comprehensive tracking of course access across all student populations while identifying and addressing any barriers to full participation in the broad course of study.|Based on locally selected measures, Bridges Preparatory Academy demonstrates universal access to a broad course of study across all student populations. Current access shows 100% of students grades 6-8 enrolled in required core subjects (ELA, Math, Science, Social Studies, PE) and elective courses, with 100% participation rates across all student groups including 89% Socioeconomically Disadvantaged, 27% English Learners, and 13% Students with Disabilities. Grade 7 shows 100% participation in all Physical Fitness Test components. Master schedule analysis confirms no differences in course access between student groups. All populations receive standards-aligned curriculum materials, strategic scheduling including double-blocks for struggling learners, extended 183-day academic calendar exceeding state requirements, and enriching electives including Coding, Film & Propaganda, and Creative Writing. IEP compliance tracking confirms Students with Disabilities maintain 100% access to general education curriculum with appropriate accommodations in least restrictive environments. Progress over time shows consistently maintained 100% participation rates from 2022-23 through 2024-25, with improvements in PFT participation from 97% to 100%. As a single-site LEA, no site-based differences exist. Annual curriculum audits and classroom observations confirm sustained equitable access across all content areas for every student population served.|Based on locally selected measures, BPA has achieved universal enrollment in a broad course of study, yet several barriers impact meaningful access and engagement for all students. Academic Preparedness Barriers: Significant achievement gaps prevent students from fully accessing grade-level content, with 50% of ELs scoring in the 1st-20th percentile on MAP assessments and ELA performance showing -60.9 DFS. These gaps limit students' ability to meaningfully engage with rigorous coursework despite enrollment. Staffing and Capacity Limitations: As a small school with limited resources, staff turnover including two General Education teachers and an ineffective ELD coach has disrupted instructional continuity and specialized support delivery. This affects quality of instruction and differentiated support across student populations. Language and Support Barriers: Dramatic declines in EL proficiency rates (46.43% to 17.65%) and reclassification rates (28.8% to 8.1%) indicate systemic barriers preventing EL from accessing curriculum content effectively, despite enrollment in all courses. Engagement and Attendance Barriers: Chronic absenteeism rates reaching 20% among EL and 18.1% among SED students limit actual access to instruction despite course enrollment. Transportation, economic hardship, and family responsibilities create ongoing attendance challenges. While enrollment access is universal, these barriers require targeted interventions to ensure equitable learning outcomes.|BPA has implemented comprehensive revisions ensuring meaningful access to broad course of study for all students. Enhanced Instructional Support: Adding Reading, Math, and ELD Instructional Coaches for 2025-26 to address achievement gaps and EL proficiency declines. These positions provide intensive professional development and classroom coaching improving instruction quality across content areas. Targeted Interventions: Implementing Ellevation platform and enhanced NWEA MAP assessments for real-time data analysis. Adding Lexia reading program and expanded intervention platforms ensuring students access grade-level content despite varying readiness levels. Attendance Solutions: Expanding Community Schools model with coordinator conducting home visits and connecting families to resources addressing transportation and economic barriers. Implementing PBIS framework and Ripple Effects SEL curriculum re-engaging chronically absent students. Staffing Stability: Restructuring leadership with Principal/Instructional Coach overseeing all coaches ensuring instructional continuity and systematic professional development, addressing previous turnover impacts. Extended Opportunities: Maintaining 183-day calendar and expanding ELOP programming providing additional support and enrichment beyond regular hours.  These actions directly target identified barriers while maintaining universal enrollment, ensuring all students can meaningfully participate in comprehensive coursework.|Met||2025-06-16|2025
19101990140962|The SEED School of Los Angeles County|7|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||2025-06-26|2025
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||2025-06-24|2025
19101996119945|Magnolia Science Academy|7|Magnolia Science Academy-1 uses several locally selected measures to track student access to and enrollment in a broad course of study. These include:  Master Schedule Reviews to ensure course offerings across subjects such as ELA, Math, Science, Social Studies, Physical Education, Visual/Performing Arts, and Electives are available and aligned with grade-level standards. Student Information System (SIS) Reports disaggregated by grade level, unduplicated student groups (English learners, low-income students, foster youth), and students with exceptional needs to monitor course enrollment patterns and identify any access gaps. IEP Compliance Reviews to confirm that students with disabilities are enrolled in appropriate courses that meet both academic and individualized learning needs. Course Enrollment Audits are conducted periodically to verify equitable access to enrichment courses and college-preparatory pathways across all student groups, including Dual-Enrollment Courses.  These tools help ensure that all students, regardless of background or need, are enrolled in a well-rounded curriculum that prepares them for academic success.|Based on locally selected measures—including master schedule reviews, SIS data disaggregated by student group, IEP compliance checks, and course enrollment audits, Magnolia Science Academy-1 demonstrates that all students have access to and are enrolled in a broad course of study across all grade spans. This includes core academic subjects (English Language Arts, Mathematics, Science, and Social Studies), as well as physical education, visual and performing arts, technology, and a variety of enrichment electives.  Access and Enrollment by Student Group  Unduplicated Student Groups (English learners, low-income students, and foster youth) show consistent enrollment in core and elective courses at rates comparable to their peers. SIS data confirms that these groups are not disproportionately underrepresented in any subject area, including college-preparatory and enrichment courses. Students with Exceptional Needs are enrolled in the full range of grade-appropriate core content areas. IEP compliance reviews confirm that students with disabilities are provided access to both general education and specialized academic instruction as appropriate. Adjustments and supports are in place to ensure their inclusion in elective and non-core courses.  Schoolwide Consistency and Progress Over Time  There are no significant disparities in course access or enrollment between grade levels or student groups at Magnolia Science Academy-1. Over the past two years, the school has expanded its elec|MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study to all our students.|Magnolia Science Academy-1 (MSA-1) remains committed to providing all students with access to a rigorous, college-preparatory, STEAM-focused comprehensive course of study that prepares them to graduate college and career-ready.  To further enrich our student's educational experience, MSA-1 will continue to expand opportunities for a well-rounded education by offering additional programs based on student needs and interests. These may include a broader selection of elective courses aligned with career pathways, ongoing health, and physical education, diverse visual and performing arts offerings, enhanced civics and social-emotional learning (SEL) programs, and experiential learning opportunities such as instructional field trips, internships, community service, and student clubs.  The implementation of these expanded offerings is subject to the availability of financial and human resources. MSA-1 is committed to maximizing its resources to provide a robust and inclusive educational experience that reflects the core academic and elective programs outlined in our charter petition while remaining responsive to evolving student needs.|Met||2025-06-26|2025
19642120000000|ABC Unified|7|The Aeries Student Information System comprises several tools used to track students’ access to a broad range of courses. These tools include the “Individualized Academic Planner,” which enables high school students and counselors to develop a four-year plan that meets 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 requirements and the ‘A-G’ requirements, and to maximize students’ access to a broad course of study. Additionally, the District coordinates monthly meetings with counselors and secondary administrators to review quarterly student progress and address concerns regarding student access to coursework.|The data points used to analyze the extent to which students have access to and are enrolled in a broad course of study include ‘A-G’ completion and Career Technical Education (CTE) completion rates. Efforts to obtain UC approval for additional CTE courses may increase student enrollment in these courses. The district’s A-G rate has steadily improved since the pandemic, currently standing at 60.5%. Most school sites maintained or had slight increases in their A-G rates. Schools offered a variety of opportunities for students to make up courses for A-G credit, such as eight-period blocks or zero-period classes, which allowed them to access courses for academic support and credit recovery during the school day. Students also had access to a robust summer school program that offered credit recovery and original credit courses; additional support, in the form of weekly tutoring, was available to students throughout the school year.|School administrators and counselors receive training on the tools identified for tracking student access to a broad range of courses 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 language learners, have special education needs, and/or are foster youth is the availability of academic support courses to help them 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’ educational 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 providing zero-period and seventh-period courses. However, a decrease in students' attendance in courses offered during the zero (6:45 a.m.) or seventh (3:30 p.m.) 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 provide students (English learners, special education, etc.) with increased opportunities to complete A-G courses fo|The District provides counselor and administrator training sessions to ensure that the master schedule is built to accommodate a broad range of courses for all students, especially those with exceptional needs and English learners. One high school has implemented an eight-period block schedule, which provides students with more opportunities to access 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 to help students achieve A-G requirements during the school day. Additionally, the increased availability of Dual Enrollment courses offered by Cerritos College supports students' access to a broad range of courses. Finally, Read 180, the adopted English Learner (EL) curriculum, has recently been approved for English credit for UC/CSU admissions. Therefore, EL students who take this course can now receive UC's A-G English credit while they receive support in their language development.|Met||2025-06-17|2025
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||2025-06-10|2025
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) over the last two years. 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||2025-06-10|2025
19642461996537|Desert Sands Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language, Driver’s Ed., and Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts, and in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-05|2025
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 academic progress.  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 continues to prioritize the participation of students with disabilities in general education through collaborative classes. According to the CALPADS annual report and additional SEIS data, 55.16% of students with disabilities spent 80% of their school day in a general education setting. In addition, 21.70% of students with disabilities were in a general education setting between 40% to 80% of their day. AUSD also offers an independent study program for students. Offerings include basic high school graduation courses of study.  95.9% of graduating students go to a four- or two-year college, while 4.1% are pursuing other options. Those other options include enlisting in the military, attending a trade school, starting employment, and taking a gap year.|Based on our high school graduation data (99.6% of students graduated) and all students having access to instructional materials, our students have access to a broad course of study 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 regarding 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 adding instructors in VAPA, visual and performing arts. (80% of funding must go to VAPA personnel).  The Special Education department will continue to work with all staff to provide educationally beneficial environments for students with disabilities, thereby expanding the range of options for students’ least restrictive environment.|Met||2025-06-24|2025
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 2024-2025 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 by the California Department of Education. 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 specific pathways and programs within a course of study, secondary students are free to attend schools within the District that offer courses in their area of interest. For example, students can participate in a Medical Pathway Program. In addition, students can participate in Career and Technical Education (CTE) pathways, Dual enrollment, or advanced placement courses. Over time, AUSD has expanded the number of options available to students 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 like this also enable secondary students who are English language learners to access courses during a seventh or zero-period in the school day.|Barriers that prevent AUSD from providing equitable access to a broad course of study include limited student scheduling flexibility and the small size of many school sites, which restricts the number and variety of courses that can be offered on each campus. These constraints, in particular, affect elective, enrichment, and advanced coursework. To address these challenges, AUSD has extended the instructional day at some sites by offering zero and seventh periods, allowing more students to access additional courses. The District also funds teacher travel between sites, enabling specialized courses to be shared across campuses. These solutions are supported through a combination of LCAP Supplemental and Concentration funds, as well as base funding. Additionally, the District conducts regular analysis of student enrollment patterns and course access data to identify gaps and inform resource allocation. This ongoing review ensures that all students, particularly those in smaller or high-need schools, have greater access to a broad and engaging course of study, as outlined in Priority 7.|AUSD will continue to conduct regular and ongoing analysis of student enrollment in a broad course of study to identify gaps in access and participation across student groups. Based on this data, the District will make strategic adjustments to course offerings, scheduling, and staffing. Actions include expanding access through zero and seventh-period classes, supporting teacher travel to offer specialized courses across multiple campuses, and exploring virtual or hybrid course options to increase flexibility, particularly for smaller sites. The District will also monitor access for underrepresented student groups to ensure equity in elective, college-prep, and enrichment opportunities. These efforts will be supported through LCAP Supplemental and Concentration funds and will help ensure all students have meaningful access to a broad and engaging course of study, as aligned with Priority 7.|Met||2025-06-24|2025
19642870000000|Baldwin Park Unified|7|Baldwin Park Unified uses a variety of locally selected measures to monitor and ensure that all students—across grade spans, unduplicated student groups, and individuals with exceptional needs—have access to and are enrolled in a broad course of study. These measures include analysis of course catalogs, A-G completion rates, master schedules, Advanced Placement (AP) exam participation and performance, and overall course completion rates. The district reviews these data sources through the lens of access, availability, equity, enrollment, support, and barriers to identify gaps and ensure that all students are supported in accessing a wide range of academic opportunities.|Using locally selected measures such as course catalogs, master schedules, and enrollment data, Baldwin Park Unified has determined that all students generally have access to a broad course of study, though some differences exist between high school sites. A few specialized programs are offered at one high school but not the other, reflecting the unique interests and culture of each school community. The district’s Curriculum Council, which includes representation from all high schools, ensures collaborative planning and alignment to support equitable access. Overall, progress continues toward expanding course offerings and removing barriers to access for all student groups.|Based on the results of locally selected measures, Baldwin Park Unified has identified a few barriers to providing full access to a broad course of study for all students. Some specialized courses are only offered at one of the two high schools; while transportation is available, it can still pose a logistical scheduling challenge for students. Additionally, limited student interest or low enrollment in certain electives can lead to course cancellations. Budgetary constraints also impact the ability to sustain classes with very low enrollment, which affects the range of options available to all student groups.|In response to the identified barriers, Baldwin Park Unified has implemented strategies to ensure all students have access to a broad course of study. These include using creative scheduling to accommodate courses offered at only one high school, free transportation from one site to the other, and strengthening collaboration between high school sites to align offerings and share resources. Additionally, maintaining active and inclusive representation at Curriculum Council meetings ensures that diverse perspectives inform course planning and help address equity in access across student groups.|Met||2025-06-24|2025
19642871996479|Opportunities for Learning - Baldwin Park|7|Our program equips all students with personalized academic and postsecondary plans aligned to their goals, ensuring access to a broad course of study. Upon enrollment, English Learners and Students with Disabilities receive immediate services to ensure proper placement, accommodations, and FAPE. Diagnostic assessments administered three times per year guide course placement, monitor growth, and inform instruction. Intervention staff—including EL Coordinators and SPED case managers—work with teachers and counselors to adjust plans based on student progress.  Instruction is delivered through a hybrid model that includes independent study workbooks, online coursework, and direct instruction, with all core courses aligned to CCSS and NGSS. Edmentum remains our primary digital platform, ensuring compliance with state standards. As of 2024–25, all English and Math courses meet CCSS, and Science courses, including Biology and Physical Science, align with NGSS.  Students have access to over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. This year, we expanded CTE offerings and increased dual enrollment opportunities through new college partnerships—broadening college and career access for all students, including unduplicated groups and those with exceptional needs.|All students have access to a broad course of study supported by personalized academic planning and a flexible instructional model. Planning guides are used to identify required courses and close learning gaps, while our blended learning approach—featuring Direct Instruction, Independent Study via Student Activity Workbooks, and Edmentum online curriculum—is available charter-wide. All core subjects are aligned to state standards, UC A-G approved, and meet NCAA eligibility requirements. Direct Instruction supplements online learning and provides additional structure in key content areas. Course offerings are tailored based on student course completion, academic planning needs, and Renaissance Star ELA/Math benchmark data. Students requiring targeted support engage in Response to Intervention (RTI) through Exact Path, and English Learners receive structured literacy instruction through the iLit program. This year, we expanded college and career access by adding new CTE pathways and increasing dual enrollment opportunities. These expanded options are available to all students across the charter, with consistent access and enrollment among student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged youth.|Physical space limitations at the Ramona center continue to pose a challenge in expanding Direct Instruction offerings, particularly when multiple subject-area classes are needed simultaneously. While the site prioritizes student needs in planning, space constraints can limit scheduling flexibility and reduce the variety of in-person courses offered at one time.  In the online program, class size caps are necessary to maintain quality instruction and ensure students receive individualized support. However, these limits can affect the availability of specialized courses, especially in electives and newly introduced CTE pathways.  Access to reliable internet remains a barrier for some online students. While the LEA provides devices and internet hotspots for students to borrow, occasional delays in device requests or supply shortages can create gaps in access, particularly for new enrollees or students facing sudden housing instability.  Despite these challenges, both programs continue to adjust course offerings based on student needs, benchmark data, and pathway requirements. Ongoing efforts are focused on improving access logistics, expanding virtual course sections, and maximizing available physical and staffing resources to ensure all students can engage in a broad course of study.|Between the administration of our fall and spring School Climate surveys, student perception of school rigor increased by 4%, reaching 74%. In response to this progress and to support continued growth, we have expanded targeted tutoring within SGI and DI classes to close achievement gaps, particularly among English Learners, students with disabilities, and socioeconomically disadvantaged students. This additional support is aligned with state performance data and LCAP goals focused on academic achievement and graduation rates.  To improve access to a broad course of study, we implemented new CTE course options and increased dual enrollment access through expanded college partnerships. A cohort model has been developed to better support dual enrollment participation and completion, which is expected to positively impact the College and Career Indicator.  We continue to prioritize educational partner input by offering consistent family engagement opportunities and student forums throughout the year. Student access to SEL curriculum and mental health supports remains in place to remove non-academic barriers to learning. These actions collectively ensure students have equitable access to a well-rounded, rigorous course of study aligned with their academic and postsecondary goals.|Met||2025-06-23|2025
19642950000000|Bassett Unified|7|The LEA uses a variety of locally selected tools and measures to ensure that all students—across grade spans, including unduplicated student groups and students with exceptional needs—have equitable access to a broad course of study. These tools allow staff to monitor access to core and enrichment subjects, and to make adjustments in scheduling, placement, and support.  Locally Selected Measures and Tools: Student Information System (SIS) Reports  Tracks enrollment by subject (e.g., ELA, Math, Science, History, PE, VAPA, CTE, World Language) disaggregated by subgroup.  Ensures that students with disabilities, English Learners (ELs), foster youth, and socioeconomically disadvantaged students are not disproportionately excluded from electives or advanced coursework.  Master Schedule Audits and Course Access Reviews  Conducted annually by site leadership and instructional services to ensure all grade levels have access to a full course of study, including arts, music, STEM, and physical education.  Reviews include co-teaching or modified settings for students with IEPs to ensure access to general education curriculum.  Individualized Student Scheduling by Counseling Teams  Counselors meet with students one-on-one, especially at the secondary level, to create personalized schedules aligned to graduation requirements, college/career goals, and student interests.  Special attention is given to ensure ELs and students with IEPs are not tracked into limited course pathways.|Using a combination of locally selected measures—including SIS enrollment reports, master schedule audits, counseling team scheduling data, and EL task force placement reviews—the LEA has monitored and evaluated the extent to which students have equitable access to a broad course of study across grade spans and student groups.  Extent of Access for All Students: Across the district, students generally have access to a comprehensive course of study that includes core subjects (ELA, Math, Science, Social Studies), Physical Education, and enrichment courses such as the arts, CTE, World Language, and electives. Access is strongest at comprehensive elementary and secondary sites, where dedicated staff and program funding support a wider range of offerings.  Progress Over Time: Over the past two years, the LEA has made notable progress in expanding access:  Increased enrollment in electives among English Learners and students with IEPs, driven by counseling team efforts to build individualized schedules that reflect student strengths and interests.  Growth in dual enrollment and CTE pathway participation at the high school level, particularly among socioeconomically disadvantaged students.  More consistent access to music, art, and physical education in the elementary grades due to targeted staffing and scheduling improvements.|Based on the analysis of student enrollment patterns, master schedule audits, individualized scheduling data, and EL and IEP placement reviews, several key barriers have been identified that prevent the LEA from ensuring equitable access to a broad course of study for all students. These barriers impact specific student groups and school sites disproportionately.  1. Limited Staffing and Credential Availability Barrier: Smaller school sites, particularly alternative or under-enrolled campuses, often lack sufficient credentialed staff to offer a wide range of elective and enrichment courses.  Impact: Students at these sites may have access only to core classes and miss opportunities for visual/performing arts, world language, and CTE courses.  2. Scheduling Constraints Barrier: Master schedule conflicts and rigid block structures limit flexibility to enroll students in both support classes (e.g., ELD, resource) and enrichment or elective courses.  Impact: English Learners, students with IEPs, and those needing Tier 2/3 interventions are often “double-blocked” in support, reducing their access to non-core offerings.|In response to the findings from locally selected tools and data measures—including student scheduling records, course enrollment reports, EL and IEP placement audits, and school site master schedule reviews—the LEA has identified and begun implementing targeted strategies to ensure that all students have equitable access to a broad course of study, regardless of site size, subgroup status, or academic need.  1. Master Schedule Redesign for Flexibility and Inclusion Action: The LEA has directed all secondary sites to incorporate greater scheduling flexibility to avoid “double-blocking” students in support classes and to prioritize access to enrichment.  Implementation: Co-teaching models and push-in supports are replacing some pull-out intervention models.  Impact: Students with IEPs and English Learners now have greater opportunity to participate in general education electives and college-prep courses.  2. Expansion of Shared and Itinerant Teaching Staff Action: The district has expanded the use of itinerant teachers for music, art, and CTE to serve smaller campuses and alternative settings.  Implementation: These teachers are shared across sites to offer weekly instruction and build course offerings.  Impact: Students at previously under-resourced schools are gaining access to VAPA and hands-on learning experiences for the first time.|Met||2025-06-24|2025
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. There has been an increase of 12% to 73% of students that have registered accounts in CCGI and taken the Interest Profiler this year.|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 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 additional courses English learners must take at the secondary level for English Language Development support and additional credit recovery courses which decreases course options for students and results in 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 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 complete credit recovery during the summer, middle school students have an opportunity to take AVID ELD, Math, and Algebra Readiness this summer, 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 through the CalAPS program which offers a variety of CTE classes and pathways after the school day.|Met||2025-06-18|2025
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 are provided for any family that needs support for tutoring services or access.|BHUSD uses a waiver process to allow open access to accelerated and honors courses.|Met||2025-06-24|2025
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.  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. 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.|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 2024-25 school year Bonita USD had 2,210 Advanced Placement student placements, 149 Dual Enrollment students, 1,459 Career Technical Education student opportunities, and 2,237 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||2025-07-25|2025
19643370000000|Burbank Unified|7|The Burbank Unified School District (BUSD) employs a range of tools to monitor and support equitable student access to a comprehensive curriculum. Through analysis of data from the student information system, the district tracks enrollment patterns and course availability to ensure broad access across all student groups.  In recent years, BUSD has implemented and refined strategic initiatives to expand course offerings and promote student choice. Students may self-select into Honors and Advanced Placement (AP) courses, provided they have earned a minimum grade of C in the prerequisite course. This approach supports open access while maintaining academic readiness.  The district continues to invest in robust Music and Career Technical Education (CTE) pathways, including Engineering and Medical programs aligned with the nationally recognized NAF (National Academy Foundation) model. These pathways emphasize real-world learning through internships and hands-on experiences.  Dual enrollment opportunities are available at both high schools, enabling students to earn college credit while still in high school. Additionally, BUSD has sustained its participation in K12 Strong Workforce Program grants to strengthen CTE pathways and facilitate transitions to community college programs.  Master schedules at school sites are developed with a focus on unduplicated students, ensuring that the needs of English learners, students with disabilities, and other historically underserved groups are|Burbank Unified School District (BUSD) continues to prioritize equitable access to academic opportunities and support services for all students. Recent data indicates that the district has emphasized credit recovery for students with disabilities during summer programming to help them stay on track for graduation.  The district actively monitors student participation in specialized programs, including Visual and Performing Arts, Dual Enrollment, Career Technical Education (CTE), and Honors and Advanced Placement (AP) courses. Participation by Hispanic/Latinx students is proportional to their overall enrollment, reflecting efforts to ensure inclusive access.  While local benchmarks, course grades, and CAASPP data show limited growth in English Language Arts and Mathematics, they also highlight persistent achievement gaps among foster youth, students experiencing homelessness, English Learners, and students with disabilities. These insights inform the district’s ongoing efforts to close opportunity gaps.  English Learners have access to the full range of district programs, including Honors and AP courses. Reclassified English Learners are thriving and participate broadly across academic offerings. Students with disabilities are included in the core curriculum and are enrolled in higher-level coursework as appropriate. They are represented in CTE pathways and, in some cases, in Honors and AP courses. The majority of students with disabilities are enrolled in general education.|Burbank Unified School District (BUSD) recognizes that ensuring equitable access to a broad course of study requires stable and sustainable funding. A key component of this effort has been securing and leveraging grant funding to support and expand Career Technical Education (CTE) pathways. While fluctuations in state revenue have led to periodic adjustments in program scale, the district has successfully maintained long-term program stability through diversified funding sources.  Despite these successes, budgetary constraints continue to pose challenges when seeking to expand or enhance programs. In response, BUSD remains committed to strategically reallocating existing resources to address areas of need identified through data analysis and community input.  The district has also prioritized improving A–G completion rates, recognizing this as a critical measure of student access to college-preparatory coursework. Increasing participation in expanded learning opportunities further supports this goal by providing students with additional avenues for academic enrichment and career exploration.  By reducing the need for credit recovery, intervention, or grade improvement during the regular school day, BUSD aims to free up student schedules—allowing more students to pursue electives and courses aligned with their interests and post-secondary goals. This approach supports the district’s overarching commitment to preparing all students to be college and career ready.|Burbank Unified School District (BUSD) has been actively monitoring A–G completion rates as a key indicator of college readiness and equitable access to rigorous coursework. In response to identified needs, the district has implemented Professional Learning Community (PLC) structures, formative assessments, and updated grading practices in courses critical to A–G success.  A particular focus has been placed on Algebra and other foundational math courses, where targeted efforts have aimed to reduce D and F rates while increasing the number of students meeting the A–G math requirement. These strategies are now being scaled to middle school math departments to build a stronger pipeline of readiness.  Collaboration through the PLC process has also expanded to include elementary math instruction, fostering alignment and coherence across grade levels. In addition, BUSD has initiated plans to strengthen PLC collaboration in elementary English Language Arts, with a focus on improving reading proficiency. This includes the adoption and implementation of supplemental curriculum materials designed to support emerging readers.  Through these coordinated efforts, BUSD continues to promote equitable access to a broad and rigorous course of study, ensuring that all students are supported in meeting college and career readiness benchmarks.|Met||2025-06-18|2025
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 still a key professional development for the upcoming school year.  We are also focusing professional development on raising rigor and content pacing.|Met||2025-06-26|2025
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: 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 continued to have full access to a broad course of study, supported by LCAP Action 3012, which maintained increased staffing to implement career academies and pathways and the co-teaching instructional model. In 2023-24, 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. Enrollment in Career Technical Education (CTE) courses declined from 36.6% to 29.4% overall, including drops from 20.4% to 18.9% for English Learners, 37.9%  to 25.9% for Foster Youth, 36.9% to 30.1% for Hispanic students, and 36.4% to 28.3% for African American students—while Students with Disabilities saw a slight uptick from 30.9% to 31.3%. Among graduates, 43.0% of the Class of 2024 completed A-G requirements (up from 40.6%), 23.0% completed a CTE pathway (up from 16.0%), and 11.0% completed both A-G requirements and a CTE pathway (up from 9.9%). Additionally, the following new metrics established baseline data that will also continue to be monitored annually. The Dual Enrollment Course Enrollment Rate for all students was 11.3% in 2023-24, and the UC/CSU A-G Required Course Success Rate (C- or better) for all students was 81.7% in “A” (History), 73.9% in “B” (English), 66.5% in “C” (Math), 75.9% in “D” (Lab Science), 76.4% in “E” (World Language), 85.3% in “F” (Visual and Performing Arts), and 81.|To strengthen school safety and connectedness, CVUHSD implemented several key changes in 2024–25 and is building on those efforts in 2025–26. Rising suspension rates—particularly for African American Students with Disabilities—prompted the launch of a Student-Centered Restorative Review Process, with clearer referral protocols, tiered enforcement of the cell phone policy, and improved administrative follow-up. Based on staff and student input, 2025–26 will expand restorative practice implementation, including site-based coaching and the integration of restorative mindsets into discipline reviews. The District will also continue vaping prevention efforts and strengthen its Violence and Substance Abuse Prevention Programs. To deepen impact, 2025–26 will see broader use of early intervention tools like behavior matrices and increased alignment with MTSS. Additionally, Community Schools efforts will scale student outreach, ensuring awareness of available wellness and support services. Together, these refinements reflect a continued commitment to creating safe, inclusive, and supportive school environments.|In the 2025-26 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.|Met||2025-06-26|2025
19643520128488|Family First Charter|7|Family First Charter incorporates a multitude of tools to track student access, progress, and needs. Road Maps, Individualized Learning Plans and transcript reviews track individual student progress to ensure that each student is on track and completes all required courses for graduation. Academic counseling is mandatory at the beginning of each school year to discuss progress and create a yearly plan. Historical grades are managed through Power School (student management system). Special Education adheres to continuous progress monitoring through the evaluation of IEPs of students with special needs. Targeted interventions based on individual student needs are developed through specialized intervention curriculums facilitated by SPED teachers. SEIS management system is used to write and maintain IEP reports for students. Special Education teachers receive ongoing training and support to ensure that proper reporting is taking place and that appropriate goals are set for special education students. Service providers maintain Transition plans are developed for each student receiving special education services to ensure a straightforward transition is in place upon high school graduation. Formative and Summative assessments in CASAS provide a path for ELD students to transition to the High School diploma path and explore CTE options in our schools.|New Opportunities Organization offers a rigorous, relevant, coherent and articulated online curriculum to all students at our community sites. Our community sites use the BYU Learning platform known as Buzz and Imagine Edgenuity and Edgenuity Ex curriculum online. Our correctional sites utilize a combination of paper-based BYU curriculum and Edgenuity utilized through a local server.  An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations.|Barriers that prevent Family First from providing a broad course of study are the limitations we face at the correctional sites to fully deploy our online learning platforms.  We are actively working with our educational partners in the Los Angeles County Sheriffs department to gradually introduce our systems over time with support from our IT department.|Family First Charter has identified areas of need for students particularly in Mathematics and English Language Arts and English Language Development.  New targeted interventions and staff training will happen in those areas as well as increasing the number of student wellness checks,  academic wellness checks and support with our staff members.  We also will introduce a new data analytics monitoring system that incorporates the MTSS model across key areas like attendance, socio-emotional learning, academics, and behavior.  This system will work in tandem with our SIS(PowerSchool).  We will continue to provide and support students who don't readily have technology available to them and provide hotspots and technology support so that they may learn to utilize them.  We have increased our elective offerings on digital literacy so that students can readily access and have ease of use with our online learning platforms.|Met||2025-06-25|2025
19643520128496|New Opportunities Charter|7|New Opportunities Charter incorporates a multitude of tools to track student access, progress, and needs. Road Maps, Individualized Learning Plans and transcript reviews track individual student progress to ensure that each student is on track and completes all required courses for graduation. Academic counseling is mandatory at the beginning of each school year to discuss progress and create a yearly plan. Historical grades are managed through Power School (student management system). Special Education adheres to continuous progress monitoring through the evaluation of IEPs of students with special needs. Targeted interventions based on individual student needs are developed through specialized intervention curriculums facilitated by SPED teachers. SEIS management system is used to write and maintain IEP reports for students. Special Education teachers receive ongoing training and support to ensure that proper reporting is taking place and that appropriate goals are set for special education students. Service providers maintain Transition plans are developed for each student receiving special education services to ensure a straightforward transition is in place upon high school graduation. Formative and Summative assessments in CASAS provide a path for ELD students to transition to the High School diploma path and explore CTE options in our schools.|New Opportunities Organization offers a rigorous, relevant, coherent and articulated online curriculum to all students at our community sites. Our community sites use the BYU Learning platform known as Buzz and Imagine Edgenuity and Edgenuity Ex curriculum online. Our correctional sites utilize a combination of paper-based BYU curriculum and Edgenuity utilized through a local server.  An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations.|Barriers that prevent Family First from providing a broad course of study are the limitations we face at the correctional sites to fully deploy our online learning platforms.  We are actively working with our educational partners in the Los Angeles County Sheriffs department to gradually introduce our systems over time with support from our IT department.|New Opportunities Charter has identified areas of need for students particularly in Mathematics and English Language Arts and English Language Development.  New targeted interventions and staff training will happen in those areas as well as increasing the number of student wellness checks,  academic wellness checks and support with our staff members.  We also will introduce a new data analytics monitoring system that incorporates the MTSS model across key areas like attendance, socio-emotional learning, academics, and behavior.  This system will work in tandem with our SIS(PowerSchool).  We will continue to provide and support students who don't readily have technology available to them and provide hotspots and technology support so that they may learn to utilize them.  We have increased our elective offerings on digital literacy so that students can readily access and have ease of use with our online learning platforms.|Met||2025-06-25|2025
19643780000000|Charter Oak Unified|7|Charter Oak Unified School District uses a variety of tools and strategies to track student enrollment and participation. This includes analyzing course offerings, student schedules, and enrollment patterns across grade spans and student groups, including English learners, students with disabilities, foster youth, and low-income students. The student information system, Aries, is used to disaggregate data by student group and grade level to ensure equitable access to core content and enrichment courses such as visual/performing arts, world languages, PE, and CTE.  The District also utilizes the following tools to measure and analyze access and enrollment in broad courses of study including local accountability plan metrics, student surveys, school plans for student success, and CALPADS.  Williams Reports are reviewed to verify that teachers are appropriately assigned, fully credentialed, and that students have access to standards-aligned instructional materials.  To address inequities and barriers, the district implements targeted strategies to resolve issues such as scheduling conflicts that limit access to both intervention and elective courses. For students needing alternative class offerings, Oak Knoll Virtual Academy offers 100% online instruction.  Findings from access and enrollment analyses directly inform master schedule planning, ensuring that all students have opportunities to participate in a diverse and comprehensive course of study aligned with their academic an|Charter Oak Unified School District currently offers the IB Program in Grades 9-12. The AVID program has been implemented at all secondary schools. ELs, SEDs, and Foster Youth are given extra points on the criteria selection form for the AVID program. COUSD offers both the Regional Occupation Program and District operated programs to ensure students have access to career technical education courses. Charter Oak High School offers articulated and Dual Enrollment courses through Mt. San Antonio College. The district offers an elementary music program to students in grades 1st-6th and students are provided musical instruments. 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. COUSD ensures that there are no differences across school sites or student groups in accessing a broad course of study.    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.|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 secondary school’s daily bell schedules include 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. 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.|The Charter Oak Unified School District ensures that all students in grades TK–12 have access to and are enrolled in a broad course of study, as defined by Ed Code 51210 and 51220. For the 2024–25 school year, 100% of students had full access. The district uses AERIES, its student information system, to monitor course enrollment by grade span and student group, including English learners, students with disabilities, and foster youth. Site administrators and counselors regularly analyze data to ensure equitable access and address scheduling needs. Elementary students receive instruction in English, math, science, social studies, visual and performing arts, health, and PE. The middle school offers Project Lead the Way, arts, publications, and video production. Charter Oak and Arrow High Schools provide CTE pathways in Engineering, Business, Culinary Arts, Multimedia, and Health Science, supported through partnerships with ROP and local colleges for dual enrollment. Although elective options differ between the comprehensive and alternative high schools, offerings align with each school’s design. Professional development in 2025-26 will focus on effective math instruction, vertical articulation, and student achievement data review to inform course access and prerequisites. Student focus groups will continue to guide improvements.|Met||2025-06-18|2025
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. In August 2025, CUSD will transition to a new student information system, Aeries, which will help track access to a broad course of study.|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. English Learners, Low-Income students, 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. 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 need to provide English Learner support during the elective period for English Learners who score a Level 1 or 2 on the ELPAC. This makes it difficult for students to enroll in an elective such as the arts. CUSD’s Intermediate School and comprehensive high school have a daily bell schedule that includes a “zero period” which helps address this issue. Some of the 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. CUSD continues to offer online Credit Recovery classes to help address this barrier, and 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 I) 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 participation.  During 2024-2025, CUSD offered professional development during the school day as well as after school (virtual and in-person) which centered on early literacy, culturally responsive 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. TK teachers were provided collaboration time to plan for the implementation full-day transitional kindergarten, coming to CUSD in 25-26.   For 2025-2026, professional development will focus on early literacy, effective instructional strategies and priority standards in mathematics, and utilizing Professional Learning Communities to increase student achievement. 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 affe|Met||2025-06-23|2025
19644360000000|Covina-Valley Unified|7|C-VUSD is committed to ensuring that every student has access to a broad course of study and the support needed to achieve high levels of learning. To monitor access and enrollment across grade spans and student groups, the district utilizes a comprehensive set of tools, including Aeries, CALPADS, UC/CSU readiness metrics, College Board data, district benchmarks, local assessments, and the CA School Dashboard. These tools provide detailed insight into student enrollment patterns and program access. In addition, student needs are addressed through structured support systems such as the Coordination of Services Team, Student Success Team, and the Individualized Education Program process, which work collaboratively to identify and remove barriers to learning and ensure appropriate access to academic programs and services. At the secondary level, annual counselor meetings with students support the development and revision of four-year academic plans, ensuring that all students are enrolled in a comprehensive and challenging course of study. Counselors guide students through course offerings, college and career pathways, dual enrollment opportunities, and CTE options aligned with their interests and postsecondary goals. Across all grades, students receive standards-based instruction from highly qualified teachers who emphasize effective first instruction, differentiation, and social-emotional learning. This approach ensures access to academic and enrichment opportunities for all.|C-VUSD has improved access to a comprehensive course of study for all students through ongoing efforts aligned with state indicators and local measures. The California School Dashboard reports a Graduation Rate of 94.9%, which is well above the county and state averages. Graduation rates for key student groups also reflect positive trends: 81.9% for Students with Disabilities, 86.8% for English Learners, 80.0% for Foster Youth, 94.9% for Homeless Youth, and 94.8% for Socioeconomically Disadvantaged students.  Enrollment in college- and career-preparatory coursework continues to grow with a seven-period day. The percentage of seniors meeting A–G requirements reached 65.6%, significantly exceeding county and state rates. Rigorous and specialized programs, including AVID, Dual Immersion, co-teaching, CTE pathways, visual and performing arts, Pre-AP, Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment are offered across all sites to promote postsecondary readiness.  While access is broad, enrollment gaps remain in higher-level coursework: only 32.1% of English Learners and 23.0% of Students with Disabilities met UC/CSU requirements upon graduation. To address this, the district has redefined its MTSS framework to ensure timely academic and emotional support. Master schedule reviews, ongoing data monitoring, and targeted counseling help eliminate barriers and expand equitable access to a broad course of study.|While C-VUSD offers a broad course of study, barriers remain that limit equitable access for all students. Enrollment and completion gaps are evident in higher-level coursework, particularly among English Learners (32.1%) and Students with Disabilities (23.0%) meeting UC/CSU A–G requirements upon graduation. These gaps are primarily due to scheduling constraints. Even with a seven-period day, students requiring multiple academic support classes, such as ELD, intervention, or specialized instruction, often have limited room in their schedules to take A–G, AP, or elective courses. Additionally, master schedule conflicts further restrict course access, particularly for students who require individualized support. These challenges can limit access to college- and career-preparatory pathways.|In response to local data showing persistent gaps in higher-level course completion, C-VUSD has taken strategic action to ensure all students have access to a broad course of study. The District uses regular data analysis to inform course offerings and scheduling decisions. Supported by LCAP Supplemental and Concentration Funds, C-VUSD expands access to college and career coursework, enrichment, intervention, and consistent support systems. A key initiative is the implementation of a seven-period day at all secondary sites, increasing flexibility for students to enroll in A–G, AP, elective, and support courses. MTSS structures ensure the timely delivery of academic and social-emotional interventions. Co-teaching models increase inclusive access for Students with Disabilities, while expanded Dual Language programs support bilingualism, biliteracy, and academic success. Additional efforts include enhanced parent education, free access to PSAT/SAT, expanded AP offerings and exam participation, and increased participation in the State Seal of Biliteracy. C-VUSD also strengthens VAPA and STEM programs, and ensures access to summer enrichment, afterschool programs, sports, and extracurricular activities. These actions reflect a systemic commitment to equity and postsecondary readiness for all students.|Met||2025-06-30|2025
19644440000000|Culver City Unified|7|In grades 9-12 CCUSD tracks AP enrollment and AP assessments taken. In 2024-2025 AP class enrollment increased by over 300 enrolled. CCUSD offers: GATE, the Pathway to Biliteracy (5 & 8), the Seal of Biliteracy, and course requests are used to inform interest in order to develop course offerings.|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||2025-06-24|2025
19644510000000|Downey Unified|7|Downey Unified elementary schools, including three dual language sites, ensure all students have equitable access to a broad course of study. Core instruction includes English Language Arts, Math, Science, and Social Studies, with integrated technology that enhances learning through apps, online tools, and creative tasks. Eight schools are Apple Distinguished Schools, with three more pending, reflecting strong tech integration that builds critical thinking, communication, collaboration, and creativity. All elementary schools have STEAM Innovation Labs through the STEAMworks initiative, offering coding, robotics, engineering, and arts integration. Students also receive biweekly music instruction from credentialed teachers and formal art lessons twice a semester.  At the secondary level, access is monitored through A-G course completion, graduation rates, UC/CSU eligibility, AVID college acceptance, and CTE enrollment. Master Schedules, Academic Guidance Reports (AGRs), and formative assessments support alignment of resources and scheduling to ensure student success. Master Schedules generate demographic and course enrollment data for equity monitoring. AGRs help counselors develop and track individualized learning plans and identify subgroup trends. Professional Learning Communities use formative assessments to guide instruction and provide targeted support.|All secondary schools (grades 6-12) offer a full range of courses serving the college-and-career bound student. Over 90% of the classes offered, meet UC/CSU “a-g” requirements. Twenty-six Advanced Placement (AP) courses are available to all students in the areas of English, math, science, social science, foreign language, art, and music. Targeted programs are in place to address both the academic and non-academic needs of students. Some of these include 1) Designated ELD courses that promote reclassification of our English Learners. 2) The Advancement Via Individual Determination (AVID) program provides focused academic and non-academic support for our low-income students to matriculate to college.  AVID, as a district initiative, has robust school-wide programs at both comprehensive high schools, all four middle schools, and two elementary schools. 3) Career Technical Education (CTE) programs at the high school level provide 23 fully developed career pathways for students. At the middle school, Project Lead the Way (PLTW) Gateway electives offer project-based learning modules including topics such as Green Architecture, Medical Detectives, and Computer Science.  Our current course of study at the middle and high school level provides diverse, rigorous options for ALL our students.  Utilizing the Master Schedule, Transcript Evaluation Services (TES), and standards-aligned formative assessments to ensure alignment and integration of resources, staffing, and scheduling, DUSD’s|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 Transcript Evaluation Services (TES), 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. Transcript analysis mandated that we revise our intervention policy and revamp how we offered core academic support at the middle school level.|Based on analysis of A-G completion, graduation rates, college data, and CTE pathways, Downey Unified made key adjustments to improve secondary student access to a broad course of study.  Barrier 1: To boost A-G completion, summer school expanded with more online credit recovery and traditional courses. New A-G Interventionists at each comprehensive high school support students in meeting eligibility, working with counselors to monitor progress and intervene early. Focused efforts support students with IEPs and multilingual learners. This year, we emphasized A-G awareness, with updates in leadership meetings and monthly A-G Committee sessions. This team developed tracking tools and research-based strategies. A major outcome was the creation of College and Career Roadmaps outlining grade-level milestones for students and families. The 2025-26 focus will be communicating the “A-G for All” expectation—beginning with the class of 2027, students must pass all 15 A-G courses with a C or better.  Barrier 2: Summer school acts as a third term, helping students earn original credit and recover grades. Warren’s 8-period day and Downey’s “Viking +” intervention period give flexibility. A new online credit recovery platform supports student success.  Barrier 3: To increase middle school elective access, three sites moved to a 7-period day, allowing intervention and elective opportunities. Schools also added zero and 7th-period PE/electives, expanding access to core and enrichment courses|Met||2025-06-24|2025
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, and culinary. 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. 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 longterm 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||2025-06-26|2025
19644690128736|Opportunities for Learning - Duarte|7|OFL-Duarte utilizes a combination of internal data systems and reporting tools to monitor student access to and enrollment in a broad course of study across all grade spans, including unduplicated student groups and students with exceptional needs. Our primary tool is the student information system (SIS), which tracks course enrollments, credits earned, and completion rates by subject area. This system allows disaggregation of data by grade level, English Learner status, socioeconomically disadvantaged status, foster youth designation, and special education eligibility. Additionally, we use internal benchmark assessments and course completion reports to ensure students are progressing through core academic areas, CTE pathways, and elective courses. The LEA also reviews Individualized Education Program (IEP) data to verify that students with disabilities have access to inclusive course offerings aligned with their goals. To supplement quantitative data, regular input from counselors, teachers, and families during academic planning meetings helps identify any barriers to access and informs adjustments to schedules or supports. These combined measures provide a comprehensive view of equitable access to a diverse curriculum and enable targeted interventions when gaps are identified.|Based on data from our student information system and course enrollment reports, the majority of students at OFL-Duarte have access to and are enrolled in a broad course of study that includes core academics, CTE pathways, and electives. Overall course completion rates show steady progress, with most students meeting or exceeding grade-level expectations across English, Math, Science, and Social Studies. Disaggregated data reveals some variation among student groups. English Learners (EL) and Long-Term English Learners (LTEL) tend to have slightly lower enrollment and completion rates in certain core subjects compared to their peers, highlighting an area for targeted support. Similarly, students with disabilities have access to inclusive courses aligned with their IEPs, though their participation in elective and advanced courses is an area identified for growth. Across grade spans, middle school students show strong participation in core and exploratory courses, while high school students have increased access to Career Technical Education (CTE) and college preparatory classes. Differences between school sites are minimal due to consistent implementation of curriculum and scheduling practices. Overall, progress over time indicates improving equity in course access, with ongoing efforts focused on closing gaps for unduplicated students and expanding opportunities in electives and advanced coursework.|Despite strong efforts to provide a broad course of study for all students, several barriers remain that impact full access and enrollment. Staffing constraints, including shortages of credentialed teachers in specialized subject areas, limit the ability to offer certain advanced and elective courses consistently. Scheduling challenges also restrict students’ opportunities to enroll in a wider variety of courses, especially for those balancing credit recovery or intervention needs. For English Learners (EL) and Long-Term English Learners (LTEL), language acquisition needs full participation in grade-level coursework, requiring additional support services that can reduce available time for elective or enrichment classes. Students with disabilities face similar challenges, where individualized education program (IEP) requirements may limit access to some general education electives or advanced courses, especially if adequate accommodations or specialized instruction are not fully available. Additionally, limited resources for expanding Career Technical Education (CTE) pathways and extracurricular opportunities create gaps for students seeking career-focused options. Transportation and technology access also pose barriers for some students to participate in extended learning or enrichment programs. Addressing these barriers is essential to ensuring equitable access for all students to a comprehensive and engaging course of study.|In response to identified barriers, the LEA is implementing several targeted revisions and actions to ensure all students have equitable access to a broad course of study. We are actively recruiting and retaining credentialed teachers, especially in specialized and advanced subject areas, to expand course offerings. Scheduling practices are being refined to provide greater flexibility, allowing students to balance core requirements with elective and enrichment courses. For English Learners and Long-Term English Learners, the LEA is enhancing integrated language support within core and elective classes to accelerate language proficiency while maintaining access to grade-level content. Similarly, students with disabilities receive increased collaboration between special education and general education staff to improve accommodations and inclusion in a wider array of courses. The LEA is also expanding Career Technical Education pathways by developing partnerships with community organizations and exploring grant opportunities to increase resources and program availability. To address access issues, efforts include providing transportation assistance and ensuring technology access for virtual or extended learning programs. Ongoing monitoring and data analysis guide these efforts to continuously improve access and enrollment equity across all student groups and school sites.|Met||2025-06-26|2025
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. Additionally, we have a variety of CTE and community college courses that are available to all students.|This past school year, 903 of our 980 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. Our college going rates are proof that students graduate ready to do well. The class of 2025 had a 100% graduation rate, with 70% going to a four-year university, 26% going to a two-year college, and 4% entering the work force or taking a gap year. 81% 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 the conservatory arts curriculum, thus preparing them for work in an arts career.|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. While these rates are dropping, this impacts our students achievement and performance and must continue to 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 continue to expand our New Family 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. Our newest pathway is Patient Care. 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||2025-06-23|2025
19644690139535|Options For Youth - Duarte, Inc|7|Our LEA uses a combination of diagnostic tools, enrollment data, and student information systems to monitor access to a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. Upon enrollment, students complete diagnostic assessments (administered three times annually) to inform placement and ensure alignment with academic and post-secondary goals. These tools guide individualized academic plans, which are regularly reviewed by teachers and counselors based on student progress. English Learners and Students with Disabilities are promptly identified and supported with appropriate services, accommodations, and access to FAPE. Course access is tracked through SIS data and intervention logs. Our program offers over 60 core and 100 elective courses, including UC A-G approved and SDAIE-aligned options. Instruction is delivered through multiple modalities, including independent study, direct instruction, and online learning, aligned with CCSS and NGSS. Courseware (via Edmentum) is reviewed annually to ensure compliance with state standards and breadth of study.|All students across our charter have access to a broad course of study, with planning guides used to ensure each student enrolls in courses aligned with their academic needs and graduation goals. Our blended learning model includes direct Instruction, independent study (via Student Activity Workbooks), and Edmentum’s online curriculum, and is implemented charter-wide. All core subjects are UC A-G approved and meet NCAA eligibility requirements. Course enrollment decisions are guided by RenStar ELA and Math benchmark data and reviewed regularly to adjust for student progress. AP course access is determined collaboratively by teachers, students, and parents/guardians to ensure appropriate placement. Structured support is provided through Direct Instruction and integrated online components. Targeted interventions, including Exact Path and iLit (for English Learners), help close learning gaps. All student groups, including English Learners, foster youth, and students with disabilities, receive equitable access to coursework, with accommodations and designated supports in place. There are no significant differences in course access across school sites, as all sites follow a centralized course catalog and scheduling process. Over time, expanded offerings and refined placement practices have increased access and enrollment in rigorous coursework for all student groups.|Barriers to enrollment in a broad course of study can vary and often include transportation challenges and differences in student preferences for instructional modalities, such as independent study, online learning, or small group instruction. Additionally, smaller sites may face limitations due to restricted physical space, which can hinder the ability to offer direct instruction classes and impact equitable access.|As the charter enters the second year of the embedded 2024-27 LCAP, we are continuing to address socioeconomic barriers for the charter’s unduplicated student count, including Students with Disabilities and EL students, through the following actions. 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 are designed to align together and provide unduplicated students with increased and improved access to a Broad Course of Study.|Met||2025-06-27|2025
19644770000000|Eastside Union Elementary|7|To ensure equitable access across grade spans, we conduct annual reviews of each school’s master schedule. These reviews confirm that students in Grades TK–8 receive instruction in all required subject areas, including English Language Arts, Mathematics, Science, History–Social Science, Physical Education, Health, and Visual and Performing Arts. In the upper grades (6–8), this also includes access to exploratory or elective opportunities that align with middle school readiness and student interests. Reviews are conducted collaboratively by district leadership in Educational Services and Special Education to ensure full program compliance. EUSD uses Aeries to monitor course enrollment by grade level and disaggregated student groups. Data is reviewed regularly to identify trends and ensure that English learners, socioeconomically disadvantaged students, and foster youth are equitably enrolled in all core and enrichment areas. English learner enrollment in both designated and integrated English Language Development (ELD) is closely tracked. Progress is also monitored through ELPAC performance and local benchmark assessments to ensure appropriate language supports are in place.  Staff conduct regular audits of Individualized Education Programs (IEPs) to ensure alignment with grade-level curriculum and access to general education content areas with the necessary accommodations for special education students.|Using locally selected measures, all elementary sites demonstrate consistent access to a broad course of study aligned with district standards. Core academic subjects—English Language Arts, mathematics, science, and social studies—are universally offered. Additionally, all elementary schools provide structured programs in physical education, visual and performing arts, and foundational technology skills, ensuring a well-rounded curriculum. Enrollment data confirm that nearly 100% of students participate in these programs, indicating equitable access across sites. While elective options are more limited at the elementary level compared to the middle school, all sites maintain comparable and structured offerings that support student engagement and foundational skill development. Differences across student groups in access and enrollment are minimal at this level, with targeted supports in place for English learners and students with disabilities to ensure full participation.|Based on the results of locally selected measures, a primary barrier preventing the LEA from providing access to a broad course of study for all students is the difficulty in staffing elective courses at the middle school level. Elective offerings such as arts, music, and world languages are limited due to a shortage of credentialed teachers qualified to teach these subjects. This teacher shortage restricts the variety and availability of electives, which reduces students’ opportunities to explore a well-rounded curriculum beyond core academic subjects.|EUSD has implemented several key actions to ensure all students have access to a broad course of study. These include targeted recruitment and hiring initiatives to address teacher shortages, particularly in elective and specialized subjects at the middle school level. The LEA has expanded professional development opportunities to support teacher credentialing and certification in high-need areas. Additionally, EUSD is leveraging partnerships with community organizations and online learning platforms to supplement course offerings where staffing constraints exist. To increase equity, the LEA has implemented targeted outreach and support programs aimed at boosting enrollment of underrepresented student groups in advanced and elective courses. Resource allocation has been adjusted to enhance arts and technology. Ongoing monitoring and data analysis guide continuous improvements, ensuring that curricular offerings remain comprehensive and accessible across all schools.|Met||2025-06-25|2025
19644850000000|East Whittier City Elementary|7|The East Whittier City School District offers a broad course of study program to all students enrolled in grades K-8. EWCSD utilizes Aeries to monitor course offerings and master schedules for all students.  In addition, EWCSD also tracks student course assignments using CALPADS.  School and District administrators collaborate on student course offerings across all schools so that students have the opportunity to access a variety of courses. Aeries is also used to identify the different student subgroups: English Learners, Socioeconomically Disadvantaged Students, Special Needs Students, Reclassified Fluent English proficient students, and GATE students.  This identification guides District and school site administrators with the ability to differentiate instruction, offer targeted interventions, and identify students for GATE services to provide students with what they need when they need it.|All students in EWCSD have access to the 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  STEM, Art, PE, and Music courses taught by highly qualified certificated employees.  In addition, students in fourth and fifth grades will have the option to participate in a violin program or general music.  These programs are in alignment with the California Visual and Performing Arts Content standards and the California Art Education Framework. This program model is consistent throughout all ten elementary schools. Students also have access to a variety of afterschool program offerings which complement core instruction, such as coding, robotics, music, and STEM.  Each elementary school has a designated intervention specialist who supports schools in providing targeted academic interventions. Gifted students also received differentiated and enrichment activities during the school day at all schools. Students in 6th-8th grades choose from a variety of elective offerings, including Art, Music, STEM, and Foreign Language, that rotate each quarter. Elective course offerings are based on student interest.  Currently, EWCSD offers AVID at Laurel Elementary and East Whittier Middle School.  In the 2025-2026 school year, EWCSD will expand its AVID program.|All EWCSD schools will provide a broad course of study to all students in the           2025-2026 school year. However, English Learner students in our middle schools will be placed in a designated English Language Development course and not an elective course.|EWCSD will continue to build a strong pathway from elementary school to middle school to ensure students have exposure and foundational knowledge in Art, Music, PE, and STEM.  EWCSD will continue to collaborate with the Whittier Union High School District to create pathways for elective offerings for middle school students when they matriculate to high school.  Our District will continue to build expertise in our course offerings by providing staff with professional development to help strengthen course offerings.|Met||2025-06-11|2025
19645010000000|El Monte City|7|For the 2024–25 school year, El Monte City School District (EMCSD) ensured access to a broad course of study aligned with California Education Code 51210, including English Language Development (as needed), English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Student enrollment in these subjects was monitored using the district’s student information system and master schedules to confirm that all students, across all grade spans, were placed in the required courses. Enrollment data were then disaggregated and analyzed by grade level, unduplicated student groups (including English learners, low-income students, and foster youth), and students with exceptional needs. This data-driven approach allowed the district to identify and address any gaps or disproportionalities in course access. By using locally selected tools for tracking and analysis, the district ensured that every student—regardless of their background or needs—was equitably enrolled in a comprehensive curriculum that supports both academic and personal development.|During the 2024–25 academic year, all K–8 students in EMCSD had access to and were enrolled in a broad course of study aligned with California Education Code 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. English learners received 45 minutes of daily targeted instruction through the district’s English Language Development (ELD) program, ensuring language growth alongside core instruction. Differences across school sites and student groups were monitored using disaggregated enrollment data. While all schools offered the required subjects, site-based variations existed in elective offerings, particularly in grades 7–8, where students could participate in Advancement Via Individual Determination (AVID) and Career and Technical Education courses, as well as other electives tailored to their interests. Continued efforts across sites have expanded access to these enrichment opportunities, particularly for students who are unduplicated and those with exceptional needs. Over time, the district has made steady progress in ensuring equitable access to a well-rounded education across all schools.|While all students in EMCSD have access to a comprehensive curriculum aligned with California Education Code 51210, some barriers to full access remain. A key barrier affects English learners in grades 6–8 who have not yet met reclassification criteria and are identified as Long-Term English Learners (LTELs). Although enrolled in a broad course of study, these students are often unable to participate in elective classes such as Visual and Performing Arts and Music during the instructional day, as they are assigned ELD support. This limits their exposure to enrichment opportunities available to their peers. Acknowledging the long-term impact of language fluency on academic success, especially before high school, the district is working to reduce this barrier. Efforts include strengthening professional development for teachers focused on language acquisition and encouraging the sharing of effective instructional practices. These strategies aim to improve reclassification outcomes and ensure more equitable access to the full range of curricular offerings for all students.|To ensure equitable access to a broad course of study, EMCSD has implemented targeted actions outlined in its Local Control Accountability Plan (LCAP). A primary focus is addressing barriers faced by LTELs by expanding and enhancing services to support English language acquisition. Staff receive ongoing professional development, coaching, and modeling to strengthen rigorous, standards-based instruction tailored to LTELs. Professional Learning Communities (PLCs) offer a space for collaboration on best practices in primary language support and strategies to develop academic language proficiency across subjects. Additionally, the district leverages a network of support, including teachers on special assignment, intervention teachers, instructional support specialists, and counselors, to provide inclusive and layered services. The district also engages students, staff, and families in identifying factors beyond language proficiency that affect student progress, to develop shared solutions and meaningful goals. Supplemental materials have been added to enhance ELD courses and better prepare students for full access to the curriculum.|Met||2025-06-23|2025
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 demonstrate that all students across the District have access to and are enrolled in a broad course of study. This is made possible through the collaborative efforts of staff to ensure appropriate course placements, with ongoing monitoring and adjustments throughout the school year. The District also offers a variety of alternative programs—including Career Technical Education (CTE) pathways and Online and Personalized Learning—available to all students, including English learners and those with Individualized Education Plans (IEPs).  Additionally, data shows an increase in student enrollment in dual enrollment courses at one high school, driven by a wider availability of these courses throughout the day. At other comprehensive high schools where fewer dual enrollment options are available, data reflect higher enrollment and success rates in Advanced Placement (AP) courses and exams. These patterns confirm that students across all high schools have equitable opportunities to pursue and earn college credits through a variety of rigorous academic pathways.|All students have access to a broad course of study. Some students might not enroll in a high school until later on in their academic career, thus requiring an added year to meet graduation requirements. 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. EMUHSD has partnered with Rio Hondo College in the summer to provide all students with the opportunity to take dual enrollment courses at a high school. The district is actively enhancing its offerings in Career Technical Education (CTE), continually reviewing data to enhance offerings at each school. 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||2025-06-18|2025
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 2023-24 school year, the a-g completion rate was 36.4%. There was a 10% increase from the 2022-23 school year (46.2%). Graduation Rate: There was 0.12% decrease from 93.52% 2022-23 graduation rate to 93.4% for the 2023-24 school year.   AP Pass Rate: The 2023-24 AP Pass Rate was 49.2%, showing a 2% increase from 47.22% in 2022-2023. CTE Pathway Completion Rate: The  CTE Completion Rate for 2022-23 was 13.3% and 16.5% for the 2023-24 school year. Standards Aligned Instructional Materials: All students have had access to Standards Aligned Instructional Materials  for the 2024-25 school year. CAST Scores: The Met and Exceeded rate for the California Science Test (CAST) in 5th, 8th and High School for the 2023-24 school year are 27.87%, 18.01%, 21.59% respectively. CAASPP Scores (ELA): The percentage of 11th grade students Meeting/Exceeding Standards in the ELA CAASPP assessments is 54.6% for 2023-24, 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 22.11% for 2023-24, 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 2023-2024 school year was 21.6%. 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 and IB coursework, dual enrollment, 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. * Provide math and ELA interventionists at the secondary level.|Met||2025-06-24|2025
19645350000000|El Segundo Unified|7|El Segundo Unified School District (ESUSD) uses several locally selected measures 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 across grade spans. These include: Academic Planning and Counseling Logs: All secondary students meet regularly with dedicated academic counselors who guide course selection to ensure access to Advanced Placement (AP) courses, four distinct college and career pathways, AVID programming, and a wide range of elective offerings.  Enrollment Reports and Course Access Data: ESUSD tracks student enrollment in AP courses, Career Technical Education (CTE) pathways, and electives to confirm that 100% of students have equitable access. This data is disaggregated by student group to monitor equity.  Support Plans and Team Monitoring: School site teams, including special education staff and EL support providers review IEPs, 504 Plans, and intervention plans to confirm that students with exceptional needs and unduplicated students are equitably enrolled in a full course of study.  Professional Development: ESUSD provides ongoing training for counselors and support staff to strengthen course access guidance and ensure culturally responsive practices that support inclusive enrollment.  Together, these practices help ESUSD ensure that every student, regardless of background or need, is supported in accessing a rich and diverse educational experience.|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.|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||2025-06-10|2025
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||2025-06-26|2025
19645680000000|Glendale Unified|7|GUSD monitors the extent to which all students, including English Learners, socioeconomically disadvantaged and/or foster/homeless youth, as well as students with exceptional needs have access to and are enrolled in a broad course of study through ongoing review of District and school course offerings and schedules. All GUSD TK-12 students have equal access to classes that help prepare them to meet UC/CSU a-g requirements and to attain entry-level employment skills. 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 school day. For Grades 7-12, 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 GUSD CTE pathway courses have been approved for a-g, with most receiving an honors designation. All course descriptions and course outlines are presented publicly at Board of Education meetings for review and discussion prior to implementation.|In 2024-2025, 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. 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 29 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.|While it has been established that GUSD has policies and practices in place that promote equitable access to a broad course of student, student achievement data and educational partner feedback indicate a need to support students either not making progress in these courses and/or needing additional support. In addition to having access and being enrolled in a broad course of student, the goal will be 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 will 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. The use of the reading difficulties screener in Grades K-2 will be a new addition going forward. Focusing on the District’s significant disproportionality will help identify students needing intervention and support.|Met||2025-06-24|2025
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 3 elementary sites. AVID is also at both middle schools and our comprehensive high school. In the 24-25, we implemented our inaugural Dual immersion kindergarten class, our elementary STEAM labs, and elementary ART (K-3). We also began AVID at our continuation high School.  We have ROP courses and opportunities for concurrent enrollment with our local community college.  In the 25-26 school year, we will expand our DLI program to add another grade level as well as increase our VAPA program at our high school to include a Mariachi course and an exploratory collaborative arts course. GUSD will use the District College and Career Indicator and both high schools' College and Career Indicator from 2024  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 95.2%. We had 88% of our students score 3 or higher on at least 1 AP exam, 57.9% of our students completed a-g requirements. We have 8% who completed at least one CTE pathway with a C or better in their capstone course and 6% who completed both CTE pathway and A-G requirements.   GUSD ensures that there are no differences across school sites or student groups in accessing a broad course of study.|These results indicate a few barriers for GUSD. These may include students who continued on the full independent study program (GOAL). Credit Recovery is offered through online classes to help with the barrier of making up credits and then losing access to electives.|GUSD has implemented a number of practices to increase students' access to a broad course of study. District and site leaders increased their focus on course offerings as well as acceleration and enrichment opportunities to increase student learning. 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, (our middle school labs will open in 25-26)  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. Further, we will continue our exploration of Dual Enrollment opportunities for our High School students.|Met||2025-07-26|2025
19645840000000|Gorman Joint|7|All students have access to and participate in a broad course of study in grades TK-8.|100% of all students have access to and are enrolled in a broad course of study|There are no barriers.|The primary focus is on sustainability and ensuring that the right staff are in place to teach a comprehensive course of study.|Met||2025-05-24|2025
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 the 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 face barriers to transportation to school resource centers and events, which particularly impact their ability to complete science lab work. Additionally, maintaining consistent internet access at home is challenging, affecting 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||2025-06-26|2025
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, clubs, ELOP electives, 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.|Hawthorne School District (HSD) ensures all students have access to a broad and rigorous course of study. At the elementary level, students engage in English Language Arts, Mathematics, History-Social Science, Science, Visual and Performing Arts (VAPA), Health, and Physical Education. Enrichment opportunities in Technology, STEM, and VAPA are offered both during and beyond the school day. Through the Extended Learning Opportunities Program (ELOP), students participate in elective offerings, after-school arts programs, and assemblies. HSD’s partnership with PS Arts provides teacher training and professional development on VAPA standards. Additionally, district-wide K–5 Art curriculum maps aligned to state standards support high-quality instruction. PS Arts has also brought additional offerings to our students, such as drumline and mariachi.   Middle school students have access to a broad course of study in nine areas, including Applied Arts, Career Technical Education, and Foreign Language. Each middle school offers unique pathways: a STEM program, a Fine Arts Academy, and a Business and Language Academy. These academies, supported by industry partnerships, immerse students in specialized sequences of courses and provide relevant, real-world learning experiences. HSD’s intentional program design ensures all students are prepared with the knowledge, skills, and opportunities needed for success.|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 focus on 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 academies. A continued focus on increasing 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 in attending the Business 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 regard to providing additional art offerings at the two non-fine arts academies, we are continuously working on providing additional professional development sessions (developed by VAPA experts) 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 offerings, we are working on expanding the STEM offerings to all students. Through our summer camps, our students experience hands-on, tech-driven programs. Students in grades TK through 8th participate in Space Engineering Challenges designed to enhance their creativity, problem-solving skills, and STEM fluency.|Met||2025-06-25|2025
19645920100354|Hawthorne Math and Science Academy|7|At Hawthorne Math and Science Academy (HMSA), access to a broad course of study is monitored through both quantitative and qualitative measures. HMSA reviews course offerings, student schedules, and the school’s master schedule to ensure alignment with the California Education Code and A-G course requirements. The school uses PowerSchool, the District’s student information system, to generate course enrollment data and monitor access across grade spans, unduplicated student groups, and students with exceptional needs. Counselors regularly review enrollment patterns to ensure equity and identify any gaps in access. Additionally, qualitative reviews by school leadership and instructional staff ensure that course offerings meet student needs and interests. Based on these tools and processes, HMSA confirms that 100% of students have access to and are enrolled in a broad course of study.|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, 68% 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 2025, 223 students took 434 AP exams.|The biggest challenge is the school size and building structure, which limit the number of teachers and course offerings. In the 2024-25 school year, HMSA currently had 24.5 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 2025-26 school year, a Math Support Invention Specialist will continue to support students needing math support across grades 9-12. 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. A Yearbook course will be added as an elective option for 11th or 12th graders.|Met||2025-06-25|2025
19646000000000|Hermosa Beach City Elementary|7|Each year, at the start of the school term, departments and school sites review student class placements to confirm they align with the approved course of study. This process is carried out using the PowerSchool Student Information System to ensure accurate placement. The system is also used to consistently monitor all students, including those identified as part of the unduplicated student group and those with special needs, ensuring equitable access to educational opportunities.|In the 2024–25 academic year, Hermosa students were provided comprehensive access to a broad course of study, in alignment with California Education Code sections 51210 and 51220(a)-(i). Alongside this robust curriculum, all students from Transitional Kindergarten through 8th grade had access to Chromebooks and received instruction in the use of various digital platforms to support their learning.  To ensure equitable access to the full range of courses, each school site offers a variety of student supports. These include three school principals, school counselors assigned to each site, a dedicated Assistant Principal at Hermosa Valley, Learning Center Teachers, an English Learner Coordinator, Reading Intervention Teacher, instructional aides for Transitional Kindergarten, and a district-wide Board Certified Behavior Analyst (BCBA) who supports all campuses. These supports play a vital role in meeting the needs of unduplicated students and those facing academic, behavioral, or social-emotional challenges.  Furthermore, STAR Education enhances the student experience by providing before- and after-school care and enrichment opportunities for TK–6th grade students. Through our partnership with ELOP, STAR Education also offers 20 days of intersession programming. Additionally, all schools implement intervention services during or outside of regular school hours for students who require additional academic support to meet grade-level standards.|Several factors can limit students’ access to a broad course of study, including language proficiency challenges, individualized needs outlined in students’ IEPs, and logistical issues related to scheduling. At Hermosa Schools, one significant constraint stems from our small school size and a limited master schedule. This restricts the number of courses we can offer during each grading period, often determined by the availability of appropriately credentialed teachers.  Additionally, maximizing the impact of finite resources—such as personnel, support staff, instructional time, and funding—remains an ongoing challenge. Despite these limitations, Hermosa Schools is committed to regularly reviewing and refining course scheduling and instructional planning practices to ensure all students, regardless of their background or needs, have equitable access to a comprehensive and high-quality educational experience.|To ensure teachers and students are fully supported in meeting grade-level standards,  HBCSD provides a thoughtfully designed instructional schedule that promotes professional learning aligned with a comprehensive curriculum. Additional supports include before- and after-school intervention teachers, an English Learner Coordinator, and instructional aides in Transitional Kindergarten to enhance student achievement across content areas. At the middle school level, elective offerings continue to evolve to keep students engaged and connected to their learning.  Looking ahead to the 2025–26 school year, HBCSD will implement several strategic initiatives aimed at strengthening instruction, deepening student support, and promoting educational equity: 1. Implementation of new ELA K-8 curriculum implementation and professional development 2. Dedicated ELD instructional block 3. Special Education staff expansion 4. Dedicated site based leadership 5. Reading intervention period in middle school schedule 6. Technology TOSA 7. Full time library media technicians at school sites 8. Digital citizenship instruction 9.  High quality tier 1 instruction  Together, these initiatives reflect HBCSD’s dedication to instructional excellence, continuous improvement, and ensuring all students receive the tools, support, and opportunities they need to thrive.|Met||2025-06-04|2025
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||2025-06-10|2025
19646340000000|Inglewood Unified|7|The district continues to provide 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 continues to implement 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.|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.|The district continues to provide 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. This collaboration time has afforded our teachers to plan for effective strategies and supports for all students. Differentiated small group instruction provides increased opportunities for academic success.|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||2025-06-25|2025
19646340101667|Wilder's Preparatory Academy Charter|7|We use several locally selected measures to monitor access to a broad course of study for all students. These include:  Master Schedule Reviews: Conducted annually to confirm course availability in all required content areas across grade spans.  Student Information System (SIS) Enrollment Reports: Disaggregated by grade level, unduplicated student groups, and students with exceptional needs to identify participation patterns in both core and enrichment courses.  IEP and 504 Plan Reviews: Ensuring students with exceptional needs are appropriately enrolled in general education courses alongside required specialized services.  Stakeholder Feedback: Collected through family and student surveys, advisory committees, and site-level input to validate equitable access.  These tools provide the us with data to identify gaps, monitor progress over time, and guide decisions to ensure equitable course access for all student populations.|Analysis of master schedules, SIS enrollment reports, and IEP/504 plan reviews demonstrates that all students within our school have access to a broad course of study that includes core academic subjects as well as enrichment opportunities such as visual and performing arts, physical education, and electives. Data disaggregated by site and student group indicate equitable access with no significant disparities for unduplicated student groups or students with exceptional needs.  Progress over time shows expanded elective and enrichment opportunities and increased participation among English Learners and low-income students due to targeted scheduling supports.|While locally selected measures confirm that all students have access to the required core curriculum, several barriers continue to affect our ability to provide consistent access to a full range of enrichment and elective opportunities:  Staffing Limitations: Limited capacity and funding to hire specialized staff.  Facility Constraints: We have reached max capacity in our current space and lack dedicated spaces, such as science labs or art rooms, necessary to support specialized programs.  Scheduling Conflicts: Students requiring additional academic interventions or specialized services may have fewer opportunities to participate in enrichment courses due to overlapping schedules.  We are using this analysis to prioritize staffing strategies, scheduling supports, and facility improvements to mitigate these barriers and ensure equitable access for all students.|In response to the identified barriers, we have implemented and are continuing to develop targeted actions to ensure equitable access to a broad course of study for all students:  Expanded Course Offerings: We are exploring community partnerships to provide additional opportunities in arts, technology, and science.  Strategic Staffing and Scheduling Adjustments: Flexible scheduling practices are being utilized to ensure students receiving interventions or specialized services can participate in electives and enrichment opportunities.  Facility and Resource Enhancements: Investments are being made in additional space, art supplies, and shared resources to expand access to specialized learning experiences.  These actions are intended to reduce disparities, address resource gaps, and ensure that all students—regardless of background or program status—can participate fully and well-rounded course of study.|Met||2025-06-25|2025
19646340116822|Wilder's Preparatory Academy Charter Middle|7|We use several locally selected measures to monitor access to a broad course of study for all students. These include:  Master Schedule Reviews: Conducted annually to confirm course availability in all required content areas across grade spans.  Student Information System (SIS) Enrollment Reports: Disaggregated by grade level, unduplicated student groups, and students with exceptional needs to identify participation patterns in both core and enrichment courses.  IEP and 504 Plan Reviews: Ensuring students with exceptional needs are appropriately enrolled in general education courses alongside required specialized services.  Stakeholder Feedback: Collected through family and student surveys, advisory committees, and site-level input to validate equitable access.  These tools provide the us with data to identify gaps, monitor progress over time, and guide decisions to ensure equitable course access for all student populations.|Analysis of master schedules, SIS enrollment reports, and IEP/504 plan reviews demonstrates that all students within our school have access to a broad course of study that includes core academic subjects as well as enrichment opportunities such as visual and performing arts, physical education, and electives. Data disaggregated by site and student group indicate equitable access with no significant disparities for unduplicated student groups or students with exceptional needs.  Progress over time shows expanded elective and enrichment opportunities and increased participation among English Learners and low-income students due to targeted scheduling supports.|While locally selected measures confirm that all students have access to the required core curriculum, several barriers continue to affect our ability to provide consistent access to a full range of enrichment and elective opportunities:  Staffing Limitations: Limited capacity and funding to hire specialized staff.  Facility Constraints: We have reached max capacity in our current space and lack dedicated spaces, such as science labs or art rooms, necessary to support specialized programs.  Scheduling Conflicts: Students requiring additional academic interventions or specialized services may have fewer opportunities to participate in enrichment courses due to overlapping schedules.  We are using this analysis to prioritize staffing strategies, scheduling supports, and facility improvements to mitigate these barriers and ensure equitable access for all students.|In response to the identified barriers, we have implemented and are continuing to develop targeted actions to ensure equitable access to a broad course of study for all students:  Expanded Course Offerings: We are exploring community partnerships to provide additional opportunities in arts, technology, and science.  Strategic Staffing and Scheduling Adjustments: Flexible scheduling practices are being utilized to ensure students receiving interventions or specialized services can participate in electives and enrichment opportunities.  Facility and Resource Enhancements: Investments are being made in additional space, art supplies, and shared resources to expand access to specialized learning experiences.  These actions are intended to reduce disparities, address resource gaps, and ensure that all students—regardless of background or program status—can participate fully and well-rounded course of study.|Met||2025-06-23|2025
19646340120303|ICEF Inglewood Elementary Charter Academy|7|ICEF Inglewood Elementary Charter Academy (IIECA) serves approximately 375 students in grades TK-5 with the following demographics: 73.3% African American, 25.1% Hispanic, 1.6% Two or More Races, 12.5% Students with Disabilities (SWD), 8.5% English Learners (EL), 0.8% Foster Youth (FY), 9.1% Homeless Youth (HY), and 96.3% 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||2025-06-26|2025
19646340128991|Grace Hopper STEM Academy|7|||||Not Met|||2025
19646341996529|City Honors International Preparatory High|7|The following locally selected measures ensure comprehensive monitoring of equitable access to broad course offerings while identifying and addressing barriers to student participation across all programs and grade levels.:  Locally Selected Measures for Tracking Broad Course of Study Access City Honors utilizes multiple data collection tools to monitor student access to comprehensive course offerings across all demographic groups:  Student Information System (SIS) Analytics: Comprehensive enrollment tracking disaggregated by grade level, ethnicity, English Learner status, socioeconomic status, and special education designation Course Enrollment Audits: Semester analysis of student participation in core academic subjects, Advanced Placement courses, Career Technical Education pathways, and elective offerings. Individual Education Plan (IEP) Compliance Monitoring: Specialized tracking for students with exceptional needs ensuring access to least restrictive environment and general education curriculum.  Disaggregation Categories: -Grade spans (6-8 middle school, 9-12 high school) -Unduplicated student groups (English Learners, socioeconomically disadvantaged, foster youth) Students with disabilities and exceptional needs Racial/ethnic subgroups  Additional Monitoring Tools: -Graduation Requirement Progress Reports -Program Participation Matrices -Barrier Identification Surveys|Overall Access and Enrollment City Honors demonstrates strong course access across grade spans, with 100% of students enrolled in core academic subjects (English, Mathematics, Science, Social Studies) and 95% participating in arts or CTE programs. All students have access to Advanced Placement courses, with enrollment increasing 15% over the past two years.  Student Group Analysis English Learners: 98% enrolled in designated ELD courses with 78% accessing mainstream electives, showing improvement from 65% baseline. Students with Disabilities: 92% served in least restrictive environment with full access to general education curriculum and modified supports. Socioeconomically Disadvantaged: 89% enrolled in advanced coursework, up from 72% three years ago. Racial/Ethnic Groups: Hispanic/Latino and African American students show increased AP enrollment (22% and 28% respectively) with targeted counseling support.  Identified Gaps and Progress CTE Pathway Completion: Underrepresented students completing full CTE sequences increased from 35% to 52%. Arts Program Participation: Consistent 85% enrollment across all demographic groups. Barrier Reduction: Implementation of flexible scheduling increased elective access for working students by 18%.|Limited course offerings in world languages and advanced STEM tracks require expansion.   City Honors maintains commitment to equitable access while addressing remaining enrollment disparities through targeted interventions and resource allocation.|Immediate Implementation (2024-2025) Enhanced CTE Pathway Development: Expanded career technical education offerings in high-demand fields including healthcare, technology, and skilled trades to increase completion rates from 52% to 70% Transportation Solutions: Implemented late bus service and community partnerships to address the 12% of students affected by transportation barriers to after-school programming Flexible Scheduling Pilots: Extended successful flexible scheduling model district-wide after 18% increase in elective access for working students  Planned Revisions (2025-2026) World Language Expansion: Adding Mandarin and ASL courses based on student interest surveys and community workforce needs Advanced STEM Track: Launching specialized STEM academy with dual enrollment partnerships for advanced mathematics and science coursework Targeted Counseling Enhancement: Increasing counselor FTE to provide individualized academic planning for underrepresented students in advanced coursework  Policy and Procedure Updates Prerequisite Requirement Review: Eliminating unnecessary barriers to advanced course enrollment while maintaining academic rigor Equity Monitoring Protocol: Quarterly data reviews to identify and address enrollment disparities before they impact student outcomes Community Partnership Agreements: Formalizing relationships with local colleges and employers to expand dual enrollment and internship opportunities|Met||2025-06-25|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19646346014518|La Tijera Academy of Excellence Charter|7|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, and Aeries College Readiness tracker to assess the extent to which students have access and are enrolled in a broad course of studies. La Tijera utilizes a number of practices to ensure students have course offerings that allow them to experience a broad course of study. Students can express their interest in a course through a school site course interest survey.  These surveys are used to develop the bridge between middle school and high school.|All La Tijera students in grades TK – 8 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. All students can access some courses, such as visual and performing arts, GATE, STEM, and leadership development 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 L La Tijera and IUSD District staff continue to work to resolve.|More offerings were included in the development of the LCAP and when possible, afterschool programs. Regular analysis of the enrollment in broad courses help to inform the La Tijera as it makes decisions on offerings and uses LCAP supplemental and concentration funds to support Priority 7.|Met||2025-06-25|2025
19646420000000|Keppel Union Elementary|7|The district uses classroom walkthroughs conducted by the Instructional Services team and course enrollment data from Aeries to monitor student access to a broad course of study. These tools help ensure that all students, including unduplicated student groups and individuals with exceptional needs, are enrolled in standards-aligned instruction across grade spans.|In our district, all students have access to and are enrolled in a broad course of study across all school sites. Walkthrough and enrollment data confirm that students receive instruction in core content areas. There are no significant differences in access across student groups, including unduplicated pupils and students with exceptional needs. Over time, the district has continued to strengthen alignment and ensure equitable access to a well-rounded educational program.|One barrier the district faces in providing access to a broad course of study is staffing shortages, particularly in specialized areas such as music, art, and intervention support. Limited availability of credentialed teachers can impact course offerings and scheduling flexibility. Additionally, small school size and rural location can effect our ability to provide a full range of enrichment opportunities at every site.|In response to identified barriers, the district is actively recruiting and hiring additional credentialed staff to support a broad course of study, with a focus on core instruction and intervention. We are also prioritizing enrichment opportunities based on educational partner input. Additionally, we are investing in professional development to support staff in delivering high-quality, standards-aligned instruction across all subjects.|Met||2025-06-26|2025
19646420136127|Sage Oak Charter School- Keppel|7|Sage Oak Charter School uses personalized educational planning as a key tool to ensure all students—across grade spans, student groups, and those with exceptional needs—have access to and are enrolled in a broad course of study. Each student’s plan is collaboratively developed by the supervising teacher or educational advisor (EA), parent/guardian, and student. As needed, the Counselor, English Learner (EL) Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers contribute to the planning process to ensure equitable access and alignment with each student’s unique needs.  The personalized plan includes a course of study selected from a school-approved list of curriculum options that are standards-aligned and meet graduation requirements. Plans are regularly reviewed and updated to reflect students’ evolving interests, goals, and academic progress. This process allows the school to monitor course access and participation for unduplicated student groups and individuals with exceptional needs, ensuring that all students are supported in pursuing a full, diverse academic experience.|Sage Oak Charter School ensures all students have access to, and are enrolled in, a broad course of study through personalized academic planning, continuous monitoring, and support from a multidisciplinary team. Teachers and educational advisors (EAs) regularly review course enrollment and academic progress, using both performance data and anecdotal evidence to assess alignment with students’ interests, abilities, and needs. Plans are adjusted as needed in collaboration with the Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers to ensure equitable access for unduplicated student groups and students with exceptional needs. All students select their curriculum from a school-approved, standards-aligned list that spans core subjects and electives across grade levels. Because Sage Oak operates as one independent study based school without multiple physical sites, there are no differences in course access across locations. Over time, the school has expanded its course offerings—including increased synchronous classes and electives—to further support diverse learning styles and academic interests. This ongoing, student-centered process allows for broad, individualized access to educational opportunities for all learners.|A primary barrier to providing full access to a broad course of study—particularly in Career Technical Education (CTE)—has been the absence of a physical school site, which limits hands-on instructional opportunities. To address this, Sage Oak has partnered with local community colleges to promote dual enrollment, enabling students to access in-person CTE resources and specialized training not available in a virtual setting. Additionally, the school has expanded its catalog of CTE pathways that are compatible with online learning. These include courses in animation, visual arts, child development, business, sports medicine and information technology, which provide students with meaningful, career-aligned experiences within a virtual framework. To further reduce barriers, Sage Oak is investing in professional development to equip teachers with the tools and knowledge to effectively promote CTE options to students during academic planning. This ensures more students—especially those in unduplicated student groups—are aware of, and encouraged to pursue, available CTE pathways, despite the challenges posed by the independent study model.|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||2025-06-18|2025
19646590000000|La Canada Unified|7|LCUSD regularly assesses its progress in meeting the expectations of Priority 7 by examining both quantitative and qualitative data related to student access to a broad course of study. This analysis includes a review of course offerings, school and class schedules, and feedback gathered from educational partner surveys to assess the extent to which students in La Cañada have equitable access to and are enrolled in a diverse range of courses. The Annual Student Perception Survey, administered by Panorama Education, gathers input from students in grades 4-12 about their school experiences and attitudes toward learning. Results are organized by grade spans 4th-6th, 7th-8th, and 9th-12th, to provide more targeted insights.  The School Accountability Report Card (SARC) and Local Control and Accountability Plan (LCAP) also serve as important resources in demonstrating that LCUSD students are both offered and enrolled in a broad course of study. In addition, the district relies on data from its student information system, Aeries, to track enrollment and course availability, which is submitted annually to the California Department of Education via DataQuest. Student pass rates across all grade levels are analyzed to confirm successful participation in courses aligned with the broad course of study requirements. Taken together, these tools verify that LCUSD students are meeting the expectations set forth in California Education Code Sections 51210 and 51220(a)–(i).|In the 2024-25 school year, LCUSD students had access to and were enrolled in a broad course of study aligned with Priority 7. At the elementary level, students participated in enrichment classes, including music, art, STEAM, and computer literacy, with dramatic arts available to students in grades 4-6. At the 7-12, students were offered core academic courses across multiple levels, including college preparatory, Advanced Placement (AP), resource support, and dual enrollment options through Pasadena City College (PCC). LCHS’s Career Technical Education (CTE) offerings included Sports Medicine, Culinary Arts, Commercial Photography, Dramatic and Theater Arts, Computer Science, and both visual and performing arts. Additionally, students had the opportunity to enroll in PCC’s Single and Multi-Camera Video Production course through dual enrollment. Students in grades 7-12 continued to have access to World Language instruction in Korean, Spanish, French, and German on campus, with Mandarin and Armenian available through PCC's dual enrollment program.   LCUSD ensures that all student groups including English learners, low-income students, foster youth, and students experiencing homelessness, have equitable access to a broad course of study, including AP, Honors, dual enrollment, and CTE pathways for those meeting course prerequisites. Students with exceptional needs are enrolled in a broad course of study, to the degree agreed to by the teams that formed their instructional plans.|While LCUSD provides students with access to a broad course of study, challenges remain in scheduling sufficient time during the instructional day to take full advantage of all available offerings. At the secondary level, the six-period day structure limits the number of electives students can fit into their schedules. Unlike some comparable districts that offer zero-period classes to expand access, LCUSD adopted a late-start bell schedule in 2018-19. This change was guided by student survey feedback, child development research, and emerging evidence from sleep science, emphasizing student wellness and a balanced school-life approach. As a result, zero-period options at the secondary level are limited in order to support student health and well-being. These time constraints are less of an issue at the elementary level, where students regularly participate in a well-rounded program that includes music, art, dramatic arts, and STEAM.  At the secondary level, students maintain access to a wide range of core and elective courses. However, enrollment in some advanced electives or honors courses may require completion of prerequisites or corequisites, depending on the subject matter.|Each year, LCUSD administration and faculty review course offerings with a focus on continuous improvement and innovation. In grades 1-6, students continue to benefit from a broad curriculum that includes core subjects as well as enrichment in music, art, drama, STEAM, and computer literacy. However, due to budget constraints, Spanish instruction for interested students in grades 3-6 will be discontinued beginning in the 2025-26 school year. The Gifted and Talented Education (GATE) program for eligible students in grades 4-6 will remain in place. Ongoing analysis of enrollment trends and input from educational partners continues to inform site and district decisions about course offerings.  In response to student survey data and educational partner feedback, La Cañada High School has expanded its course offerings for the 2025-26 school year. Supported by input from educational partners and funding through the Visual and Performing Technical Arts (VAPTA) Proposition 28 grant, two new Advanced Placement courses - AP Drawing and AP 3D Art and Design - have been added. Additional new courses include Honors Geometry, College and Career Peer Leaders, and Robotics. Ethnic Studies content will also be integrated into the English 1 curriculum. To further enhance Career and Technical Education (CTE) opportunities, a new sewing class will be introduced as part of the 7th grade elective wheel.|Met||2025-06-24|2025
19646670000000|Lancaster Elementary|7|The Lancaster School District uses multiple tools and strategies to ensure all students have equitable access to a wide range of courses and are enrolled appropriately:  PowerSchool Our Student Information System, PowerSchool, helps us monitor student enrollment across the district and track which courses students are taking.  Lancaster Interactive Dashboard This real-time data tool allows us to visualize and analyze student enrollment and course participation, helping us identify trends and gaps.  Master Schedule Reviews District departments regularly review master schedules at all school sites to ensure students have access to the full range of course offerings and support systems.  Targeted Group Reviews We conduct focused reviews for specific student groups—such as foster youth, students experiencing homelessness, English learners, students with disabilities, and those from low-income households. These reviews help ensure that all students, regardless of background or need, have access to a broad and inclusive course of study.|The Lancaster School District continues to face challenges in ensuring a broad range of course offerings for English learners. These challenges are partly due to recent changes in the middle school schedule, which reduced the number of class periods to allow for extended instructional time in English and Mathematics. While this adjustment aims to strengthen core academic skills, it has also unintentionally limited students’ access to a wider variety of courses.  To address this issue in the 2025–26 school year, we are implementing several key strategies:  Enhanced English Language Development (ELD) Support We will provide focused English Language Development programming, including designated ELD sessions tailored to support English learners effectively.  Guaranteed Elective Access To ensure students still benefit from a well-rounded education, we are committed to offering at least one elective course for each student.  Continued Access to the Arts at the Elementary Level All elementary schools will maintain access to visual and performing arts through our Extended Learning Opportunities Program and the Expanded Learning Opportunities Grant.  These efforts reflect our commitment to balancing academic rigor with access to a broad and enriching educational experience for all students, including English learners.|In the 2025–26 school year, we continue to face several barriers to providing students with a broad range of course options as outlined by the California Department of Education. One significant challenge is academic performance—many students are performing below grade level on both formative and summative assessments. This gap in proficiency impacts their readiness for a more diverse curriculum, as additional instructional support is often necessary to help them meet grade-level expectations. At the middle school level, while we are actively working to expand elective options, master scheduling remains a challenge. These scheduling constraints, combined with the limited number of periods in the school day, restrict opportunities for students to participate in non-core classes such as the arts, physical education, and enrichment programs. To help address these limitations, we are placing increased emphasis on after-school programs, which offer students access to additional learning experiences that extend beyond the standard school day. Additionally, our teaching workforce includes a growing number of early-career educators who are still completing credentialing and certification requirements. This impacts our ability to offer a full range of specialized courses, as the availability of qualified teachers remains a key factor in course planning and delivery.|In the 2025–26 school year, we are implementing several key revisions to enhance our educational offerings and expand opportunities for students. At the middle school level, we have refined master scheduling practices to ensure that as many students as possible have access to elective courses. This approach is designed to support a more well-rounded curriculum and enrich students’ educational experiences. Recognizing the limitations of the regular school day, we are placing greater emphasis on after-school programs, particularly those that reflect diverse student interests in the arts. These programs will provide meaningful opportunities for creative expression and skill development beyond classroom hours. To strengthen and broaden these offerings, we are building partnerships with community organizations that bring valuable resources and expertise into our schools. Additionally, we are actively pursuing funding to support these efforts. We will utilize the AB 181/185 Arts and Instructional Materials Grant to enhance music and arts instruction, giving students better access to high-quality materials and experiences. Proposition 28 funding will be used to hire staff dedicated to arts education. Furthermore, we will continue collaborating with the Los Angeles County Office of Education (LACOE), Disney, and Soundtrap to offer students real-world, hands-on learning opportunities in the arts.|Met||2025-06-17|2025
19646670123174|Life Source International Charter|7|||||Not Met|||2025
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||2025-06-18|2025
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 over 60 new A-G courses within the past 9 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||2025-06-24|2025
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 2024-25 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.  Middle School students also benefit from the research based AVID program. 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 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.  Through the support of our Arts Coordinator, we will continue to bring to our schools performances by professional artists.  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 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||2025-06-26|2025
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||2025-06-23|2025
19647090000000|Lennox|7|At Lennox School District, we are committed to offering a well rounded education that gives every student access to a variety of learning opportunities. Along with core subjects, students can explore Visual and Performing Arts, Dual Language, Applied Arts, and Career Technical Education during middle school. We also support creativity and skill building through after school programs focused on music and the arts.  Each year, we review our course offerings, class schedules, elementary classroom setups, report cards, and Individualized Education Plans (IEPs). We use a strong student information system to make sure all students including those with special needs and those from underrepresented groups can fully participate in a complete educational program.  Our principals work closely with teachers to plan class schedules and monitor teaching through regular classroom visits and benchmark assessments. This team effort helps us maintain a high quality curriculum that supports both academic and personal growth.  We remain dedicated to creating meaningful and engaging learning experiences for all students, and we continue to grow and improve our programs each year.|At Lennox School District, we are committed to offering a well-rounded and engaging education that includes the use of technology in all learning areas. In elementary school, students take part in a broad curriculum that covers English Language Arts, math, history social science, science, visual and performing arts, health, and physical education. They also have opportunities to explore subjects like Visual and Performing Arts, Technology, and STEM during the school day and in after school programs, giving them a variety of learning experiences.  Over time, we’ve expanded our programs to make sure every student has access to these opportunities. With increased funding, we’ve been able to grow our after school arts programs and offer more professional development for teachers. These efforts show our commitment to helping students succeed in the future.  To support learning through technology, every student has access to at least one device and many educational applications. This helps us include technology in all subject areas and teach important 21st-century skills.  In middle school, students continue with a strong and well rounded curriculum that follows California’s standards. They’re encouraged to explore their interests and build skills in many different subjects. Our goal is to support both their academic progress and personal growth so they are ready for the world ahead.|At Lennox School District, we are committed to ensuring that every student has full access to a comprehensive course of study that meets their individual needs. Our focus is on removing any barriers that may prevent students from enrolling in the appropriate courses or accessing the materials and support essential for their success. While we remain dedicated to equitable access, we recognize that some students continue to perform below grade level due to existing learning gaps.  To address this, we have implemented a Multi-Tiered System of Supports (MTSS) that allows us to provide timely, targeted interventions based on individual student needs. Through this framework, we offer academic, behavioral, and social emotional supports across multiple tiers of intensity. Teachers, support staff, and administrators work collaboratively to use data driven decision making, monitor progress, and adjust instruction to ensure all students are supported appropriately.  By combining high quality instruction with a structured system of interventions, we aim to close achievement gaps and provide every learner with the tools and opportunities needed to thrive both academically and personally.|At Lennox School District, we work closely with our educational partners to offer students a wide range of learning opportunities. From the district office through our middle schools, we regularly review courses, schedules, teacher credentials, and funding to ensure we provide diverse options that meet the unique needs of our students. We are strengthening our strategies and becoming more diligent in identifying students’ needs early to provide timely support.  Our focus is on improving programs using proven methods and addressing challenges that may affect student success. We are committed to creating an equitable learning environment where every student can thrive. To support this, we are enhancing our Multi-Tiered System of Supports (MTSS), which offers tailored academic, behavioral, and social emotional interventions based on student’s needs. This system helps ensure that students receive the right resources and assistance to succeed academically and grow personally.  In addition, we place greater emphasis on social emotional learning to promote positive mental health and well being. Through these combined efforts, we strive to build a caring and supportive school community that empowers all students to achieve their best.|Met||2025-06-10|2025
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.  English Learner Progress Monitoring forms, IEP goals, ELPAC scores, 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, approximately 75% 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 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.|Lennox Academy continues 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.  Lennox Academy is also working on adding more offerings in CTE/Electives as a result of student/parent interest and industry needs. This past year, ninth grade students who demonstrated  strong foundational skills and concept knowledge  through standardized tests, math department diagnostic exam, and teacher observations were able to enroll in Integrated Math II (which students typically take in tenth grade). The plan is to continue to identify ninth graders in the summer before ninth grade  and provide them an opportunity to an accelerated math pathway.|Met||2025-05-22|2025
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||2025-06-11|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19647170000000|Little Lake City Elementary|7|All Little Lake City School District (LLCSD) students have access to a broad course of study as outlined in Education Code Sections 51210 and 51220 (a–i). To monitor progress on Priority 7, the District regularly reviews master schedules, course offerings, and student placements to ensure equitable access for all students. The District’s student information system, Aeries, is used to track course enrollment, particularly at the middle school level. Services and supports are in place to ensure that all students—including foster youth, socioeconomically disadvantaged students, English learners, and students with disabilities—have equal access to and can succeed in the adopted courses of study.|At the elementary level, all students are enrolled in a comprehensive course of study within self-contained classrooms, including English Language Arts, Mathematics, History–Social Science, and Science. Physical education and health instruction are provided for a minimum of 200 minutes every ten school days, delivered by PE specialists, Arts for All staff, and classroom teachers. At the middle school level, all students have access to a broad curriculum that includes English Language Arts, Mathematics, History–Social Science, Science, and Physical Education. Technology is integrated into core subjects, and visual and performing arts (VAPA) are offered during the intervention/enrichment period.|A significant barrier to full implementation of Priority 7 exists at the middle school level, where access to additional elective courses, such as VAPA, may be limited due to time constraints within the six-period school day. Students requiring language acquisition support or identified as intensive or targeted learners are enrolled in core ELD classes. Similarly, students needing additional support in English Language Arts or Mathematics are placed in intervention courses during the elective period.|The District continuously evaluates and enhances student access to a broad course of study, while actively exploring opportunities to expand elective offerings and increase participation for all students. To further support this effort, the District will utilize Proposition 28 funding to provide Visual and Performing Arts (VAPA) opportunities after school for middle school students. A music and art after-school enrichment program will be implemented beginning in Fall 2025. At Lakeside Middle School, an after-school art class was piloted in Spring 2025 and was well received by students and families. These after-school opportunities are especially valuable for students who are enrolled in intervention or English Language Development (ELD) courses during the school day elective period, as they allow access to enrichment experiences outside of the regular schedule.|Met||2025-06-24|2025
19647250000000|Long Beach Unified|7|LBUSD uses a combination of data systems and programmatic reviews to track access to a broad course of study across all grade spans and student groups. The district’s student information system generates disaggregated reports to monitor enrollment in core academic and enrichment subjects for unduplicated pupils and students with exceptional needs. At the elementary level, students access standards-aligned instruction in ELA, math, science, PE, and the arts. At the secondary level, LBUSD provides courses that meet UC/CSU A–G requirements and integrate Career-Technical Education (CTE), world language, and visual/performing arts. The LCAP “equity flashlight” includes metrics to track A–G completion and graduation rates for Black students (M2.1, M2.2), English Learners (M3.6), students with disabilities (M4.3), and foster/homeless youth (M5.3, M5.4, M5.6). Additional measures include new Priority 6 metrics: the percent of Title I 5th graders attending the district’s outdoor science camp (M7.11) and Grade 9-11 students on track for A–G (M7.12).|LBUSD ensures that all students have access to a broad course of study that prepares them for college, career, and civic life. High schools offer diverse Linked Learning pathways aligned to major industries, with built-in A–G coursework, CTE sequences, and work-based learning. While each school offers different themes, all follow a consistent framework: rigorous academics, technical training, real-world experiences, and personalized support. The district expands access to AP and dual enrollment by removing financial barriers and increasing course availability. On-track systems allow early identification and support for students needing interventions. While overall access is strong, the district continues to monitor for gaps across sites and student groups using local data tools and LCAP metrics. Progress over time shows a steady increase in both program participation and college-readiness indicators.|LBUSD identifies secondary master scheduling as a key barrier to equitable access. While the district offers a wide array of programs, students may face challenges enrolling in their preferred or required courses due to schedule conflicts, staffing limitations, or pathway availability. Some students, particularly in smaller schools or specialized programs, experience limited elective choices or difficulty balancing A–G, CTE, and enrichment coursework. LBUSD also recognizes that students with IEPs, English Learners, and those facing mobility or housing instability may encounter additional structural barriers. Addressing these inequities requires careful planning, strategic resource allocation, and ongoing collaboration between central office, school sites, and higher education partners to ensure that access is meaningful and guaranteed for every student.|To address barriers, LBUSD is actively redesigning secondary master scheduling through a districtwide study focused on equitable access. The analysis includes current course offerings, student preferences, dual enrollment opportunities, and pathway availability. Course sequences are being revised to ensure every student can access rigorous Tier I instruction aligned to college and career goals. The district expands dual enrollment—such as Ethnic Studies—with college partners, while reinforcing Tier I supports. These revisions aim to eliminate access gaps and guarantee all students a robust educational experience. The LCAP includes targeted metrics to monitor this work, such as A–G completion for Black students (M2.1–M2.2), students with disabilities (M4.3), ELs (M3.6), and foster/homeless youth (M5.3–M5.6). Additionally, access to the district’s outdoor science camp (M7.11) and 9–11 A–G on-track data (M7.12) guide continuous improvement under Priority 6.|Met||2025-06-18|2025
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||2025-06-04|2025
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||2025-06-24|2025
19647330000000|Los Angeles Unified|7|LAUSD uses the My Integrated Student Information System (MiSIS) to track student enrollment, access, and progress in real time. MiSIS alerts staff when students are not enrolled in appropriate courses, allowing for immediate corrections to ensure all students are placed in board-approved programs that cover the full academic curriculum.  The District regularly analyzes disaggregated enrollment data by grade, race/ethnicity, socio-economic status, language proficiency, foster care, homelessness, disabilities, gifted status, and English learner status. This helps identify and address inequities in course access.  Student schedules and course offerings are routinely reviewed to ensure equitable access to a comprehensive academic program. When disparities are found, targeted support is provided. Elementary schools follow daily instructional schedules aligned with the full state-defined curriculum, while secondary schools program students into courses that meet CDE, LAUSD, and A-G college entrance requirements.  Supported by MiSIS and other District ad hoc reporting and dashboard tools, these systems provide real-time insight into student placement and progress. LAUSD’s use of data and systems ensures equitable enrollment in rigorous coursework, reflecting a strong commitment to educational equity and student success.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 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, and 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||2025-06-24|2025
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||2025-06-10|2025
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 (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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
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||2025-06-17|2025
19647330100743|Accelerated Charter Elementary|7|ACES tracks broad course of study access and enrollment through multiple locally selected measures: Master Schedule Analysis: Quarterly review verifies all TK-6 students are enrolled in core subjects (ELA, Mathematics, SLA, Science, Social Studies, PE) plus enrichment (Dance TK-3, Public School Science grades 1, 3-6). CALPADS Data: Monthly analysis confirms 100% enrollment across all student groups, including English Learners (31%), Students with Disabilities (13%), and Socioeconomically Disadvantaged (100%). Materials Inventory: Annual textbook inventory ensures access to standards-aligned materials (Wonders/Maravillas 2023, Engage NY Math, EL Achieve, Science Inspire) for all students. Dual Language Verification: Tracking confirms all students receive 50% English/50% Spanish instruction per Gomez & Gomez model. IEP/504 Review: Individual plans ensure students with exceptional needs access full curriculum with appropriate accommodations. Physical Fitness Tracking: Grade 5 participation in all PFT components monitored for 100% access. These measures are reported annually through SARC and tracked continuously to ensure equitable access across all populations. The dual language immersion program requires specialized monitoring to verify proper language distribution and comprehensive course access regardless of student demographic classification.|Based on locally selected measures, ACES demonstrates comprehensive access and enrollment in a broad course of study for all students: Universal Access: 100% of students TK-6 are enrolled in core curriculum (ELA, Math, SLA, Science, Social Studies, PE) and enrichment programming. Master schedule analysis confirms no variance in course access across student groups. Dual Language Program: All 526 students receive 50% English/50% Spanish instruction regardless of demographic classification and participate fully in the specialized Gomez & Gomez dual language immersion model. Enrichment Equity: 100% participation rates maintained across all populations in Dance (TK-3), Public School Science (grades 1, 3-6), and Physical Education, including all Physical Fitness Test components. Materials Access: Textbook inventory confirms all students have access to standards-aligned materials with no gaps identified across student groups or students with exceptional needs. Single Site Consistency: As a single elementary school, no differences exist across school sites. Sustained Progress: Data indicates consistent 100% enrollment and access maintained over multiple years, with IEP and 504 plan reviews ensuring students with exceptional needs receive full curriculum access with appropriate accommodations. The comprehensive dual language immersion program requires all students to access the same rigorous course of study, eliminating access disparities while celebrating linguistic diversity.|Based on locally selected measures, ACES has identified no barriers preventing access to a broad course of study for all students. Universal Access Maintained: 100% of students TK-6 maintain enrollment in core curriculum (ELA, Math, SLA, Science, Social Studies, PE) and enrichment programming across all demographic groups. Master schedule analysis confirms consistent course access. Staffing Solutions: Despite Assistant Principal vacancy, redistributed coaching responsibilities maintained instructional support. Substitute teachers and administrative coverage ensured no disruption to student course access. Dual Language Program Integrity: All 526 students continue receiving 50% English/50% Spanish instruction regardless of English Learner status (31%), disability classification (13%), or socioeconomic background (100%). Resource Adequacy: Annual textbook inventory confirms sufficient standards-aligned materials for all students. Delayed Science Inspire purchases did not prevent science instruction delivery. Accommodation Success: Students with exceptional needs receive full curriculum access through IEP and 504 plan implementations without course restrictions. The comprehensive tracking system demonstrates that while implementation quality varies, access barriers do not exist. All students maintain enrollment in the complete broad course of study required for academic success.|In response to locally selected measures confirming universal access, ACES is implementing targeted enhancements: Curriculum Improvements: Implementing Wonders/Maravillas 2023 to replace 2017 version, strengthening standards alignment while maintaining dual language fidelity. Enhanced Coaching: Adding part-time ELA Instructional Coach for intensive literacy support. Systematic coaching distribution: Principal (TK-3), Assistant Principal (grades 4-6, RSP), specialized literacy coaching. Professional Development: Comprehensive training on new curriculum emphasizing performance tasks, writing, and small group instruction. Continued Visible Learning Framework implementation. Staffing Stability: Maintaining two in-house substitutes to prevent disruptions. Ongoing recruitment for appropriately credentialed teachers. Technology Access: Continued iReady platform investment based on stakeholder feedback, ensuring equitable supplemental learning access. Materials Management: Systematic Science Inspire consumables purchase and ongoing textbook inventory to ensure adequate standards-aligned materials. Quality Assurance: Annual master schedule review, CALPADS verification, and materials inventory to maintain 100% access across all student groups. These enhancements strengthen instructional quality and program effectiveness while preserving universal access to comprehensive dual language immersion programming for all 526 students regardless of demographic classification.|Met||2025-06-27|2025
19647330100750|Wallis Annenberg High|7|WAHS utilizes comprehensive locally selected measures to track broad course access across all student populations. Assessment tools include NWEA MAP Reading and Math administered twice yearly, Interim Comprehensive Assessments for grades 9-11, and Performance Matters data management system for comprehensive analysis.   Course access tracking encompasses UC A-G completion rates monitoring, Advanced Placement participation and passage rates, Career Technical Education pathway enrollment in Arts, Media & Entertainment, and dual enrollment participation with Los Angeles Trade Technical College. All students complete College and Career Readiness courses ensuring universal post-secondary exposure. Population-specific measures include ELPAC results analysis and reclassification rate tracking for English Learners, with ELD course placement by proficiency levels. Students with Disabilities receive monitoring through IEP implementation tracking and co-teaching model effectiveness assessments. The CA College Guidance Initiative (CCGI) platform supports planning for all students. Systematic monitoring occurs through weekly coaching cycles with performance data analysis, quarterly advisory committee reviews, and annual textbook inventories ensuring standards-aligned materials access. These integrated measures provide comprehensive tracking of equitable course access and enrollment across grade spans & all student groups including unduplicated pupils and individuals with exceptional needs.|Using locally selected measures, WAHS demonstrates comprehensive broad course access for all students. The 4x4 block schedule enables students to complete up to 80 credits annually, supporting accelerated pathways and universal credit recovery. Course participation shows no enrollment disparities across student groups. UC A-G completion reached 76.6% with universal access regardless of demographics. Advanced Placement includes 158 students taking 304 exams across multiple subjects with no restrictions by student background. Career Technical Education pathways in Arts, Media & Entertainment and expanded dual enrollment from three to six courses serve all populations equally. All students participate in College and Career Readiness courses I-IV. English Learners receive differentiated ELD instruction through level-specific courses while maintaining full core curriculum access. Students with Disabilities participate in inclusive general education with co-teaching support. Assessment data from NWEA MAP and ICA confirms consistent enrollment patterns across all student groups. The 150:1 counselor-to-student ratio enables individualized academic planning universally. Performance Matters data shows equitable course distribution with no systemic barriers identified across unduplicated student groups, foster youth, or students with exceptional needs. All populations demonstrate equal access to the school's comprehensive course offerings.|Based on locally selected measures, WAHS has identified no barriers preventing broad course access for all students. Comprehensive tracking systems demonstrate successful universal course offerings across all populations. Effective Access Systems: The 4x4 block schedule enables all students to complete up to 80 credits annually with flexible pathways. UC A-G completion rates of 76.6% show equitable access regardless of demographics. Advanced Placement includes 158 students across subjects with no enrollment restrictions. Comprehensive Support: Career Technical Education, dual enrollment, and College and Career Readiness courses serve all populations equally. English Learners receive appropriate ELD instruction while maintaining full core curriculum access. Students with Disabilities participate in inclusive classrooms with co-teaching support. Adequate Resources: The 150:1 counselor ratio provides individualized planning for all students. Performance Matters data confirms equitable course distribution with systematic monitoring through coaching cycles and advisory reviews. Proactive Solutions: The Annenberg Foundation partnership and expanded capacity demonstrate effective resource allocation. Assessment data shows consistent enrollment patterns across student groups with no systemic access limitations for unduplicated pupils or individuals with exceptional needs. All tracking measures indicate successful broad course study access for every student population.|Based on locally selected measures, WAHS is implementing proactive enhancements to expand broad course access: Mathematics Enhancement: The $3 million Annenberg Foundation grant funds six additional mathematics teachers and two assistant principals. Algebra 1, Geometry, and Algebra 2 class sizes reduce from 30 to 15 students with double-blocked instruction, increasing weekly minutes from 215 to 430. Expanded Offerings: Dual enrollment increased from three to six courses with Los Angeles Trade Technical College. Advanced Placement expanded to include AP Government, AP Biology, and AP World History. Career Technical Education pathways enhanced with capstone experiences. Enhanced Support: New positions include ELD Instructional Coach, Literacy Coach, and Math Instructional Coach. Professional development expanded through Standards Institute training and comprehensive summer programming. Infrastructure Improvements: Four temporary modular classrooms provide additional capacity. Universal device access continues with enhanced digital literacy support. Continued Excellence: NWEA MAP and ICA assessments with Performance Matters integration ensure comprehensive tracking. The 150:1 counselor ratio maintains individualized planning support. These enhancements build upon existing successful systems while expanding opportunities, ensuring comprehensive broad course access continues for all student populations through strategic resource allocation and capacity building.|Met||2025-06-27|2025
19647330100800|Central City Value|7|Students at Central City Value High School are enrolled in a broad course of study for grades 9–12, including English, Mathematics, Social Science, Science, Physical Education, Visual and Performing Arts, and Language Development. This course of study aligns with state guidelines and graduation requirements.  To monitor student access and progress, administrators, counselors, and teacher-advisors regularly review class schedules, grades, and transcripts using PowerSchool. All students are assigned a teacher-advisor who supports them in staying on track for graduation.  The school uses class schedules, report cards, English Learner identification, and Individualized Education Plans (IEPs) as locally selected tools to ensure that all students, including unduplicated students (English Learners, foster youth, low-income) and students with disabilities, are enrolled in a broad course of study. Data is reviewed regularly to ensure equity and access across all student groups.|Using locally selected tools such as PowerSchool course data, student schedules, IEPs, and English Learner identification, Central City  Value High School ensures all students are enrolled in a broad course of study, including English, Math, Science, Social Science, Physical Education, and Visual and Performing Arts. The school offers structured English immersion and enrichment classes for newcomers and LTELs, supported by a bilingual instructional assistant. Students with disabilities are served through a full inclusion model, with RSP teachers providing push-in and pull-out support in core subjects. Students in need of academic intervention but not identified with disabilities participate in a Multi-Tiered System of Supports (MTSS). Supplemental curriculum is provided as needed to ensure access to grade-level content. These supports ensure equitable access for all student groups, including English Learners, students with disabilities, and low-income students. Access has expanded over time through increased professional development  and targeted instructional supports.|While all students at Central CIty Value High School have access to a broad course of study, locally observed measures and staff input indicate that broader systemic and environmental barriers, particularly impacting immigrant families, may affect full participation. Fear of immigration enforcement (ICE) has led to decreased attendance, lower parent participation in school events, and increased anxiety among students and staff. These factors can influence student engagement, social-emotional well-being, and a sense of safety, ultimately affecting students’ ability to fully access all aspects of the educational experience, including enrichment and extracurricular opportunities. The school continues to respond with trauma-informed practices, mental health supports, and ongoing outreach to build trust with families and maintain equitable access for all students.|To support access to a broad course of study, the school has implemented professional development and instructional coaching through regular meetings and classroom observations. In 2025–26, the school will continue to receive targeted support from a network academic team including a Chief Academic Officer, Math Director, Special Education Director, principal, and cluster leads to strengthen instructional quality and ensure curricular access for all students. Additionally, the school is expanding co-teaching and push-in models for students with disabilities, enhancing bilingual support for English Learners, and deepening trauma-informed practices to reduce barriers faced by immigrant families and improve engagement across all student groups.|Met||2025-06-06|2025
19647330100867|KIPP Los Angeles College Preparatory|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study. Every student enrolled at KIPP Los Angeles 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 Los Angeles College Preparatory 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.|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||2025-06-12|2025
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 313 students in grades 9-12 with the following demographics: 89.78% African American, 7.99% Hispanic, 18.5% Students with Disabilities (SWD), 1.2% English Learners (EL), 2.2% Foster Youth (FY), 6% Homeless Youth (HY), and 96% 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 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 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||2025-06-26|2025
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 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.|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||2025-06-12|2025
19647330101659|CATCH Prep Charter High, Inc.|7|At CATCH Prep, student access to a broad course of study is tracked through the CATCH Plan—a comprehensive, student-centered academic roadmap developed in collaboration with each student and their guidance counselor beginning in 9th grade. The CATCH Plan outlines a clear path toward high school graduation, full A–G completion, and postsecondary success, with regular progress monitoring to ensure alignment with each student’s academic goals, interests, and support needs. The plan ensures that all students, including English Learners, students with disabilities, and socioeconomically disadvantaged youth, are enrolled in a broad course of study that meets or exceeds California Education Code requirements for grades 9–12. This includes coursework in English, mathematics, science, social science, visual and performing arts, foreign language, physical education, and Career Technical Education. Data from student schedules, academic progress reports, and transcript reviews are used by school counselors and administrators to monitor access and equity across all subgroups. By aligning graduation requirements with the UC/CSU A–G criteria and embedding personalized planning into each student’s experience, CATCH ensures every student has the opportunity to graduate college- and career-ready.|CATCH Prep uses the CATCH Plan and academic data to monitor access to a broad course of study across all student groups. Through this system, counselors and administrators track enrollment in A–G aligned courses, Advanced Placement (AP), and Career Technical Education (CTE) pathways, ensuring equitable participation by English Learners, students with disabilities, and socioeconomically disadvantaged youth. Based on transcript reviews and progress data, over 95% of students are enrolled in a full A–G course sequence, and subgroup analysis shows no significant disparities in core subject access. CATCH also monitors AP enrollment by subgroup and compares outcomes using SAT, AP, and CAASPP results. Over the past three years, AP access has expanded through targeted outreach and improved prerequisites, with increased participation from students with IEPs and English Learners. Course offerings are adjusted based on enrollment trends and student interest to ensure continued alignment with postsecondary pathways. Through ongoing data analysis and responsive scheduling, CATCH ensures that all students have meaningful access to a comprehensive and rigorous high school curriculum.|While CATCH Prep ensures access to a broad course of study for all students, barriers still exist related to the broader socioeconomic context of South Central Los Angeles. Many students face challenges outside of school—such as housing instability, food insecurity, and limited access to enrichment—that can impact focus, attendance, and persistence in more rigorous courses. To mitigate these barriers, CATCH has expanded its advisory program to include SEL and wellness supports, increased parent engagement through workshops and conferences, and implemented targeted academic interventions. However, student motivation, digital access, and inconsistent home support remain obstacles, especially for historically underserved groups. Transportation access and neighborhood safety may also affect after-school participation in enrichment or intervention programs. Despite these challenges, the school continues to adapt support structures and collaborate with community partners to ensure all students can fully benefit from the school’s academic offerings.|In response to student data and feedback, CATCH Prep is introducing several new strategies to strengthen access to a broad and rigorous course of study for all students. Beginning in the new school year, all students will participate in a newly redesigned College and Career Seminar, which integrates A–G awareness, digital literacy, and self-directed goal setting into the advisory block. This course will help students explore their academic interests, understand graduation and college requirements, and build personalized postsecondary plans. To ensure content is culturally relevant and inclusive, CATCH will launch a Curriculum Equity Review Team composed of teachers, counselors, and students. This team will assess course materials and recommend adjustments that reflect diverse perspectives and meet the needs of English Learners and students with disabilities. CATCH will also expand project-based learning across subject areas and implement co-teaching in targeted classrooms to support differentiated instruction. Professional development will focus on strategies for inclusive planning and scaffolding for diverse learners. In addition, parent engagement will be expanded through advisory showcases, curriculum nights, and DELAC input on course access. These actions reinforce CATCH Prep’s commitment to equity, rigor, and personalized learning for all students.|Met||2025-06-16|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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: 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||2025-06-17|2025
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 course of study to all students.|Met||2025-06-26|2025
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 study 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||2025-06-05|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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||2025-06-05|2025
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||2025-06-10|2025
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Dr. Theodore Alexander Science Center School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Dr. Theodore Alexander Science Center School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647330102541|New Designs Charter|7|To track student access to a broad course of study, the school annually conducts an analysis of courses of study and pathways offered to ensure students are enrolled in appropriate courses of study. 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. Academic counselors monitor each student’s academic progress to ensure they are on track to graduate. 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, 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. All courses at the high school level are UC A-G approved courses. High school students can also elect to enroll in college credit classes offered by the Los Angeles Trade Tech College (LATTC), with whom the school partners.  New Designs Charter 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.|Currently, 100% of the students have access to a broad course of study and New Designs Charter will continue to monitor this to ensure no barriers arise to change access.|There are no barriers to accessing a broad course of study. The school ensures that students with special needs, English Learners as well as any struggling students are not excluded in programs or are falling behind. The school is in the process of streamlining and strengthening the credit recovery options, for students who have failed some classes to ensure they remain in good standing. The school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement, all with the aim of building a climate conducive to learning.|Met||2025-06-07|2025
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 students with disabilities are engaged in a broad course of study. Our MOU with LAUSD for all needs for Students with Disabilities will continue to ensure all metrics for IEP compliance are met.|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.|We will continue to monitor schedules, lesson plans, and course content to ensure all students have access to a broad course of study.|We will continue to monitor with fidelity.|Met||2025-06-13|2025
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 input 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 program, such as art or STEM, during the regular school day. There are no differences across student groups and resource teachers often push in to the classrooms to assist with providing access to students with special needs.  K-5 students use highly reviewed curriculum in English Language Arts, Math and Science. The 2025-2026 school year marks our 5th year of implementing iReady mathematics and our 4th year of Amplify Science. Grades 3-5 are 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 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||2025-06-14|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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||2025-06-11|2025
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.|Met||2025-06-30|2025
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, Academic Success, 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.   2024-2025 CTE Enrollment: 252 students  Completion of CTE Programs: 98.3% (117/119) of second-year capstone course students are projected to complete their CTE pathway with a C or better as of May 20th, 2025.|2024-25: POLAHS maintained six CTE pathways with 252 students enrolled.  2024-25 CTE EL Enrollment: 3.5% (9/252 students)  2024-25 CTE Low Income Enrollment: 51.6% (130/252)    2024-25 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    2024-25 Number of Students Participating in AP Classes:150  2024-25 Number of AP Exams: 259 2024-25 Number of Low Income Students Participating in AP Classes: 70/150 (46.6%) 2023-24 Percentage of AP students with 3+ Exams total: 80.7% (125/243)  2024-25 Percentage of AP students with 3+ Exams total: N/A  2023-24 Number of 3+ Exams by Low Income Students: 81.7% (76/93) 2024-25 Number of 3+ Exams by Low Income Students: N/A 2024-25 Professional Development and AP Collaboration Includes: • Teachers attended the AP conference in July 2024. • Master Schedule Development   2024-2025 AP Enrichment Opportunities:  •NA|Barriers:  • Low number of EL students on campus • Limited available space on campus to host additional courses  • Singular courses often cause scheduling conflicts with courses needed    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 observe student work and learn about the CTE program.  • The CTE curriculum continues to be more accessible than the standard curriculum.|Previously implemented Actions (decisions/revisions):  • Full-time Career Counselor (LCFF)  • Expanding Academic Counseling Department from three Full-time Academic Counselors to four (Title I)|Met||2025-06-11|2025
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|7|CHAMPS is a fully A-G compliant and 6 year WASC accredited high school.  We track student progress via our fully credentialed counseling team and our SIS system, Q.   We give quarterly as well as semester grades and track progress to graduation as well as whether students are college/career bound.  Given that we are a single school, grades 9-12, we are able to focus these efforts with diligence. Our 2025 graduation rate was 100%.|All students have access to, and are enrolled in, a broad course of study. Those students who select to complete CTE pathways (offered to all students) also gain community college units.|There are no barriers to student access to a broad course of study.|CHAMPS continues to increase support for English Learners and Special Education students in all areas. These students have full access to all courses and programs, but the school continues to work to improve student experience - and success - throughout the school program.|Met||2025-06-23|2025
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.|Met||2025-06-23|2025
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||2025-06-11|2025
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||2025-06-12|2025
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||2025-06-03|2025
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||2025-06-11|2025
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 2024 California School Dashboard report on the school’s performance in English Language Arts (ELA) indicates that the school has earned a performance level of Green for All Students, which is above the state’s level of Orange. Our Orange performance level for math matched 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 60% of students made typical growth in ELA and 55% of students made typical growth in math from the fall to spring test administrations. Additionally, 26% of students achieved their stretch growth goals for ELA and 22% achieved their stretch growth goals for math. Although students enter JJMS with significant learning gaps, we believe that 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. This year, we offered Saturday workshops to help students practice and prepare for the ELPAC, specifically, and in response to the academic achievement of English Learners being lower than that for English Only students, all students now take math and ELA with a credentialed teacher that holds a CLAD or ELA1 designation on their teaching credential. Additionally, we offer professional development to support ELD instruction across the campus.|Met||2025-06-16|2025
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 Community School has one Transitional Kindergarten class, two classes in each grade (K-5) that are taught by highly qualified teachers that use standards-based curriculum. Our 6th-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.  Many of our students with disabilities faced many barriers to learning this year as we transitioned to Option 3 special education funding to option 1. This model  is created by our Charter Authorizers and allows charter schools to partner with the District School to provide Special Education Services in exchange for the Charter providing all of its  special education funding plus an encroachment fee. This model was extremely challenging despite our constant communications and updates regarding the transition.|There are no revisions at this time.|Met||2025-06-25|2025
19647330110304|Los Angeles Academy of Arts and Enterprise|7|||||Not Met|||2025
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. In addition, the administrative team ensures all curriculur materials are ordered/replaced each year for all students.  2.	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. 3.	There are no barriers.|As we are one, small school there are no differences across school sites. Within our school, every student is engaged in the same course of study as their peers. We have one area in which we would like to see growth for all students: world langauges.|There are no real barriers preventing NHCS from providing access to a broad course of study for all students. We are working to expand access to world langauges and will provide the same access to all students.|New Heights continues to monitor teachers to ensure their pacing allows them to fit in all the content areas.|Met||2025-06-18|2025
19647330111484|New Village Girls Academy|7|Course Access Tracking Systems: NVGA utilizes several locally selected measures to monitor broad course access across all student populations in grades 9-12. NVGA tracks 100% student participation in elective courses through Master Schedule documentation & CALPADS. Individualized Planning Tools: All students receive individualized A-G college preparatory plans developed through Academic Counselor consultations, ensuring equitable access to rigorous coursework. NVGA monitors A-G completion rates as a key indicator of course access effectiveness. Program-Specific Metrics: NVGA measures Exhibition Satisfactory Completion rates and Internship Participation Completion rates, reflecting the school's project-based Big Picture Learning model that provides authentic learning experiences across all student groups. Specialized Population Monitoring: For English Learners (20% of population), the school tracks ELPAC progress and reclassification rates while monitoring access to both designated and integrated ELD instruction. Students with disabilities (24% of population) receive IEP-guided course access monitoring through collaborative general education and special education planning. Assessment Integration: STAR Reading and Math assessments, combined with digital platforms including IXL, NoRedInk, and LEXIA, provide ongoing monitoring of student engagement and success across the comprehensive curriculum, ensuring all unduplicated pupils maintain access to grade-appropriate coursework.|Universal Course Access Achievement: NVGA demonstrates comprehensive course access with 100% student participation in elective courses and universal enrollment in rigorous A-G college preparatory curriculum across all grade levels. As a single-site charter school, there are no site-based disparities in course offerings. Student Group Participation Patterns: While course access is universal, completion outcomes reflect credit deficiency challenges among the at-promise population. A-G completion rates declined from 45.8% to 0% due to students entering credit-deficient, though they actively participate in concurrent enrollment opportunities to graduate on time. NVGA's signature Learning Through Internships program achieved 76% student participation, demonstrating strong access to experiential learning. Specialized Population Access: English Learners (20% of population) maintain full access to both designated and integrated ELD instruction. Students with disabilities (24% of population) receive individualized course access through comprehensive IEP implementation with specialized accommodations. Progress and Support Systems: Exhibition Satisfactory Completion rates and Internship Participation rates demonstrate authentic engagement with project-based learning. Partnerships with LACC and LATTC provide concurrent enrollment opportunities, ensuring students access pathways to graduation despite entering with significant credit deficiencies.|Attendance and Engagement Barriers: Chronic absenteeism remains the primary barrier, with rates reaching 86.4% historically and current attendance at 73.82%. Inconsistent attendance prevents students from accessing sequential coursework and maintaining academic momentum, particularly impacting mathematics and reading skill development. Academic Preparedness Gaps: NVGA serves at-promise students who have experienced significant educational disruptions, requiring accelerated learning approaches. STAR data reveals students performing 4-6 grade levels below expectations, with average math performance at 6.3 grade level for high school students. These substantial gaps require intensive intervention to access grade-level content. Student-Specific Barriers: English Learners face language acquisition challenges compounded by limited formal education backgrounds and migration trauma. Students with disabilities require specialized accommodations demanding enhanced coordination. Credit-deficient students, particularly those affected by pandemic disengagement, need recovery options to access graduation-required courses which are provided using Equity Multiplier Funds (EMF).  Resource Acceleration Needs: While NVGA provides extensive resources to accelerate learning in a compressed timeframe, the magnitude of educational gaps requires sustained, intensive intervention to ensure equitable course access across all student populations.|Credit Recovery and Acceleration Programs: NVGA implemented comprehensive credit recovery through the APEX Online Program and expanded summer school offerings with 19 different subjects, enabling credit-deficient students to graduate on time. The Success Seminar course provides structured study hall support for individualized academic needs. Enhanced Partnership Strategies: NVGA strengthened dual enrollment partnerships with Los Angeles City College and Los Angeles Trade-Technical College, providing concurrent enrollment at no cost. A new STEM partnership with California Science Center delivers hands-on experiential learning led by scientists in specialized fields. Targeted Support Systems: NVGA expanded English Learner support through specialized professional development, part-time Teaching Assistant for small-group instruction, and Lexia Language platform access. Special education collaboration between general and specialized staff increased through weekly planning meetings and co-teaching opportunities. Attendance and Engagement Initiatives: Multi-tiered attendance interventions include home visits, family support services, and youth-centered incentive systems. The Learning Through Internships program expanded to 76% participation with enhanced community partnerships.|Met||2025-06-25|2025
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||2025-06-11|2025
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||2025-06-11|2025
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||2025-06-11|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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||2025-06-11|2025
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||2025-06-11|2025
19647330112060|Hesby Oaks Leadership Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Hesby Oaks Leadership Academy  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Leadership Academy is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
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||2025-06-05|2025
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 new barriers arise.|Met||2025-06-23|2025
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 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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
19647330114884|Aspire Junior Collegiate Academy|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-30|2025
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||2025-06-16|2025
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||2025-06-12|2025
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|7|||||Not Met|||2025
19647330115139|Center for Advanced Learning|7|CAL uses the parent and student survey to track the extent to which all students have access to a broad course of study.|Using the survey, students at CAL have access to a well rounded education that includes ELA, Math, Science, Social Studies, Writing, Physical Education, Art, and Dance.|Barriers are limited to time constraints throughout the day. According to feedback from students, they would like to engage more in enrichment activities, especially newcomers who are pulled out of class more for foundational supports.|As previously stated in Prompt 3, One initiative that CAL has already implemented is our summer enrichment program where academics and project based learning are incorporated into the curriculum to best support student strengths. Summer courses include STEM clubs, creative arts programs, and service-learning projects. Next school year, CAL will also collaborate with Woodcraft rangers, the afterschool program so that students may create showcases or exhibitions where students with unique talents—academic, artistic, athletic, etc.—can share their work or skills with the broader school community.|Met||2025-06-28|2025
19647330115253|Discovery Charter Preparatory #2|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 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.|There are no barriers preventing 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||2025-06-26|2025
19647330115287|ICEF Vista Middle Academy|7|ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 194 students in grades 6-8 with the following demographics: 94.33% Hispanic, 4.64% African American, 0.52% Two or More Races, 14.43% Students with Disabilities (SWD), 17.01% English Learners (EL), 0% Foster Youth, 4.12% Homeless Youth (HY), and 97.42% 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||2025-06-26|2025
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||2025-06-11|2025
19647330117036|Enadia Way Technology Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Enadia Way Technology Charter  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Enadia Way Technology Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
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||2025-06-11|2025
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||2025-06-11|2025
19647330117614|New Los Angeles Charter|7|New Los Angeles Charter School uses several locally selected measures and tools to track broad course of study access and enrollment.  Primary Tracking Tools: New LA relies on a Master Schedule analysis to monitor course enrollment patterns and ensure all students are scheduled in required and elective courses. CALPADS tracks student participation in various course offerings, while the SARC documents Physical Fitness Test (PFT) participation rates.  Specific Metrics Monitored: Key indicators include the percentage of students participating in elective courses, which maintains a 100% baseline, and the percentage of 7th grade students participating in all 5 components of PFT, which improved from 97% to 100%. New LA also conducts classroom observations and textbook inventory reviews to verify standards-aligned materials access. Course Coverage Verification: New LA systematically tracks that all students in grades 6-8 access core subjects including ELA, Math, Science, Social Studies, and PE, plus supplementary programming such as Art, Advisory, Sex Education, and Wellness courses. Student Group Monitoring: Special attention focuses on access for unduplicated student groups, including 77% socioeconomically disadvantaged, 18% English Learners, and 1% Homeless Youth, along with students with exceptional needs representing 22% Students with Disabilities. The school ensures equitable participation across all course offerings through master schedule analysis and enrollment data review.|Universal Access Achieved: Master Schedule analysis and CALPADS data confirm 100% of students participate in elective courses, maintaining this rate consistently. PFT participation improved from 97% to 100% over two years, indicating enhanced access to comprehensive PE programming. Comprehensive Course Offerings: All 317 students access core subjects (ELA, Math, Science, Social Studies, PE) plus enrichment courses including Art, Advisory, Sex Education, and Wellness. Students participate in weekly rotating electives each trimester, ensuring diverse learning experiences. Equity Across Student Groups: No disparities exist in course access across demographic groups. Students with Disabilities (22%), English Learners (18%), Homeless Youth (1%), and Socioeconomically Disadvantaged students (77%) receive identical access to all programming. New LA’s single-site structure enables consistent implementation across all classrooms and grade levels. Progress Over Time: The improvement from 97% to 100% Physical Fitness Test participation demonstrates enhanced systems for ensuring complete course access. Textbook inventory and classroom observations verify that standards-aligned materials support universal access to curriculum across all student populations. Site Differences: As a single charter school, no site-based differences exist. All students receive equitable access to the full breadth of educational programming regardless of demographic characteristics or special needs.|Grade Span Limitations: As a middle school that serves grades 6-8, the school cannot and does not offer advanced coursework including UC A-G requirements, CTE pathways, Advanced Placement courses, or college preparatory programs that high school students typically access. Staffing Disruptions: Key personnel changes create barriers, including the ELD teacher's maternity leave requiring substitute coverage, which potentially affects program consistency and quality for English Learners requiring specialized language instruction. Resource Constraints: Rising costs for field trips and extracurricular activities limit expanded programming opportunities. The school covers $25 Yonder pouch replacement costs when families cannot afford them, indicating financial barriers affecting some program participation. Facility and Capacity Constraints: As a single-site charter school with 317 students, physical space and enrollment size may limit ability to offer specialized courses or advanced programming that larger comprehensive schools can provide. Professional Development Needs: Teachers require additional planning time to fully implement specialized strategies learned through professional development, potentially limiting instructional innovation and course enhancement.|New LA has implemented several revisions and new actions to ensure continued broad course of study access: Curriculum Enhancements: New LA has transitioned from Inquiry by Design to EB Academics for reading instruction, providing more foundational support with integrated Science of Reading approaches to better serve struggling learners while maintaining comprehensive programming. Staffing Stability Measures: To address ELD teacher maternity leave disruptions, the school prepared comprehensive lesson plans for substitute coverage and is actively recruiting permanent staff to ensure consistent specialized instruction for English Learners. Programming Expansion: Year-long Project-Based Learning support through Liberatory partnership was implemented, creating integrated learning experiences across all subject areas. The school maintains rotating trimester electives ensuring diverse course exposure despite resource constraints. Resource Optimization: Despite rising field trip costs, the school maintains experiential learning opportunities through strategic budget adjustments and community partnerships, ensuring all students access real-world learning experiences. Professional Development Focus: Enhanced teacher training in differentiated instruction and culturally responsive teaching strengthens course delivery quality across all subject areas, particularly benefiting diverse learner populations requiring specialized approaches.|Met||2025-06-23|2025
19647330117622|Magnolia Science Academy 4|7|MSA-4 uses a variety of locally selected tools to ensure that all students—across grade spans and student groups—have equitable access to a broad course of study. These tools include our schoolwide master schedule, student transcripts, individualized graduation plans, and elective interest forms, which collectively allow us to track course enrollment patterns and identify access gaps. We also use class rosters and PowerSchool reports to monitor enrollment trends disaggregated by subgroup, including English Learners, socioeconomically disadvantaged students, foster/homeless youth, and students with disabilities.  To guide long-term planning, MSA-4 develops personalized 4-year academic plans beginning in 9th grade. These plans align with graduation and UC/CSU A-G requirements and are regularly reviewed during counseling sessions to ensure students remain on track. We also implement credit recovery and intervention support, ensuring that students facing academic challenges still maintain access to the full scope of the curriculum. Together, these tools help us ensure that all students are enrolled in a rigorous, diverse academic program that supports college and career readiness.|At Magnolia Science Academy-4, all students in grades 6–12 have full access to a broad, rigorous course of study, as shown in the master schedule, transcripts, class rosters, and individualized graduation plans. All students are enrolled in core academic subjects—English, Math, Social Sciences, and Science—and can choose from a range of electives aligned with college and career readiness.  Middle school students (grades 6–8) receive daily instruction in all core subjects, along with SSR and science-based electives such as STEM labs and engineering. These support early engagement in literacy and scientific thinking.  High school students have access to Advanced Placement (AP) courses including English Language, Spanish, Statistics, and World History. Advisory classes offer college readiness and SAT/ACT prep. Students also receive targeted support through CCSS-aligned ELA/Math interventions and designated/integrated ELD services as needed.  Enrollment data is monitored through PowerSchool and internal reviews to ensure equity across all subgroups, including English Learners, students with disabilities, socioeconomically disadvantaged youth, and foster/homeless students. No disparities in access have been identified. MSA-4’s 100% graduation rate and full completion of UC/CSU A–G requirements reflect the success of our academic program and steady expansion of course offerings.|While MSA-4 is proud to offer a rigorous, college-preparatory curriculum with a strong STEAM focus, several barriers have been identified that limit full access to a broad course of study for all students. One key challenge is staffing limitations—particularly in hiring credentialed teachers for specialized elective and advanced coursework, such as Career Technical Education (CTE) or less common world languages. As a small school, our limited staff-to-course ratio makes it difficult to expand offerings without compromising class sizes or instructional quality.  Another barrier is scheduling constraints tied to balancing intervention courses (e.g., ELD, academic support) with elective availability. Students who require intensive support, including English Learners and those with IEPs, may have reduced flexibility to participate in enrichment or advanced classes due to required remediation.  Lastly, funding limitations impact our ability to scale extracurricular and lab-based electives, especially those requiring specialized equipment or off-site partnerships. Despite these barriers, MSA-4 continues to leverage creative scheduling, shared staffing, and student input to ensure equity in course access and sustained academic growth for all learners.|In response to identified barriers, MSA-4 has implemented several strategic actions to expand and ensure equitable access to a broad course of study for all students. We remain deeply committed to offering a rigorous, college-preparatory curriculum grounded in STEAM, while intentionally broadening access to enrichment and career-aligned learning.  To address scheduling and intervention-related constraints, we are refining our master schedule to offer more flexible elective blocks, particularly for English Learners and students with IEPs, allowing them to receive necessary supports without sacrificing exposure to arts, civics, and career exploration courses. We are also enhancing our 4-year academic planning process to ensure early and consistent course alignment with UC/CSU eligibility and career pathways.  To expand access to college-level coursework, we’ve strengthened our dual enrollment partnership with West LA College, allowing students to earn transferable college credit while in high school. We are also launching a STEAM-focused Career Technical Education (CTE) track, which will provide hands-on, interdisciplinary learning in emerging fields.  Finally, MSA-4 continues to invest in field trips, community service, clubs, and SEL programming to ensure all students, including those from underserved groups, experience a rich and well-rounded education that supports their academic and personal growth.|Met||2025-06-26|2025
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, class rosters, student schedules and transcripts, MSA-6 strives to offer a well-rounded education to our students through it's clubs and our partnership with an after-school service provider, Think Together.|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, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, 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||2025-06-26|2025
19647330117655|Magnolia Science Academy 7|7|MSA-7 carefully designs its master schedule to ensure that all students—including those from historically underserved groups—have equitable access to the full range of academic content areas. Core academic subjects such as English, mathematics, social sciences, and science are offered alongside non-core areas including Physical Education (PE), Health, and Art, all in alignment with the school’s charter petition and graduation requirements.  Students with disabilities receive access to the general education curriculum with appropriate support. Those with Individualized Education Programs (IEPs) are provided Resource Specialist Program (RSP) services in accordance with their specific learning needs, allowing them to fully participate in general education courses.  This commitment to a well-rounded and inclusive educational experience is evident through the school’s master schedule, class rosters, individual student schedules, and transcripts, all of which reflect MSA-7’s dedication to meeting the academic and developmental needs of every student.|MSA-7 ensures that 100% of students have access to a broad and comprehensive course of study, as evidenced by our master schedule, after-school club documentation, class rosters, student schedules, and transcripts. All students participate in core academic subjects—including English Language Arts, mathematics, social sciences, and science—as well as specialty courses outlined in our charter petition, such as Computer Science, Physical Education/Health, and Life Skills (Social-Emotional Learning).  In addition to the core curriculum, MSA-7 offers a range of academic programs and services tailored to student need and interest. For example, we provide ELA and math intervention classes aligned to Common Core State Standards (CCSS) for students requiring additional academic support. English Learners, including Newcomer students, receive both designated and integrated English Language Development (ELD) instruction and intervention, ensuring language development is addressed across content areas.  Student progress in ELA/Literacy, math, and ELD is monitored closely through interim assessments, including MAP and IAB, allowing us to adjust instruction and supports in a timely, data-driven manner. MSA-7 also offers enrichment opportunities based on student interests and needs, further supporting a well-rounded educational experience aligned with the school’s mission and charter goals.|MSA-7 offers all students access to a broad, STEAM-focused course of study that promotes college and career awareness, preparing them for future academic and professional success.|MSA-7 is committed to preparing students for success beyond the classroom by continuing to offer College and Career Week, an initiative designed to inspire and equip students with the knowledge and motivation to pursue postsecondary pathways. To further enhance our students’ educational experience, MSA-7 will strive to expand access to non-core subject programs that support college and career readiness, health and physical education, diverse art and music programs, sports, and social-emotional learning (SEL).  In addition, we will continue to provide experiential learning opportunities that extend beyond the traditional curriculum. These include instructional field trips, community service initiatives, school-based community events, clubs, and academic competitions, among others. These activities are essential in developing well-rounded, engaged learners.  The expansion and sustainability of these programs are subject to the availability of financial and human resources. However, MSA-7 remains committed to making the best possible use of its resources to ensure students receive a comprehensive and enriching educational experience that fosters both academic and personal growth.|Met||2025-06-26|2025
19647330117846|Para Los Niños Middle|7|To monitor access to a broad course of study, PLN uses its student information system to support a standards-based grading approach. Each grade level is aligned to relevant state standards across core subjects, including English Language Arts, English Language Development, Mathematics, Math Practices, Social Science, Science, and Physical Education. Students also have access to courses in Visual and Performing Arts and Health, though these are not part of the standards-based grading system. All students, including those with exceptional needs, receive appropriate services and supports to ensure access to high-quality instruction and opportunities for success. PLN regularly reviews student progress across this broad course of study, and board members review progress monitoring data three times a year.|All students enrolled in PLN have access to, and are enrolled in, a broad course of study. Each grade level designs a schedule, reviewed by the authorizing Charter School Division, that ensures access to the broad course of study. Students with exceptional needs are served through a full inclusion model, receiving differentiated instruction and specialized support from Special Education service providers to ensure equitable access to the curriculum.|PLN did not identify any barriers preventing access to a broad course of student for all students.|Staff, students, and families have expressed a clear need for a more coherent and aligned curriculum, along with more consistent feedback on student progress toward mastery of standards. PLN is addressing this through a transition to standards-based grading and the development of a guaranteed and viable curriculum. Additionally, educational partners have identified the selection of high-quality, culturally relevant materials, particularly to support newcomers and Multilingual Learners. As part of this goal, PLN CMS is committed to providing targeted supports for all students who need acceleration, especially exceptional scholars (students receiving special education services), Multilingual Learners, and foster, homeless, and low-income youth. Feedback from educational partners consistently emphasized the need for differentiated supports that meet students at their point of need. Through Community School Teams, PLN CMS also heard the importance of equipping educators with the tools and professional support necessary to advance students’ reading growth and development. Another trend that surfaced was ample opportunities within and beyond the instructional day for: • Opportunities for families to practice literacy and numeracy skills with the support of educators • Enrichment opportunities for students who need it the most • Social-emotional supports • Tailored and differentiated instruction based on the needs of our learners High quality texts designed for reading acceleration.|Met||2025-06-12|2025
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. 99.6% of SKA students were enrolled in STEM Lab during Fall 2024. Algebra I is offered to all 8th grade students. Tiered English Language Development classes are offered to English Language learners. There are no differences across student groups and resource teachers often push in to the classrooms to assist with providing access to students with special needs.|All students and student groups have access to 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, and affirming, and meaningful for students.|Met||2025-06-14|2025
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 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 Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Raíces Academy.|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||2025-06-12|2025
19647330117911|New Millennium Secondary|7|At New Millennium Secondary School (NMSS), every student has access to a rigorous and thoughtfully designed four-year curriculum that prepares them for both college and career success. This curriculum includes core academic subjects, college preparatory coursework, and elective options that support a well-rounded education.  To ensure that all students are able to thrive academically, NMSS offers targeted support classes in areas such as English Language Arts and Mathematics. These classes are built into the school day and are designed to help students strengthen foundational skills, build confidence, and close any learning gaps—ultimately empowering them to succeed in all NMSS courses.  In addition, NMSS students benefit from access to free dual enrollment college courses through our partnerships with Southwest College and East Los Angeles College. These college-level classes provide students with the opportunity to earn both high school and college credit simultaneously, explore advanced topics, and experience the expectations of a post-secondary learning environment while still in high school.  College courses are carefully selected and scheduled to align with our students' availability and academic readiness. A specific time frame is provided for each course to ensure that students are able to manage their workload and receive the support needed to succeed. These opportunities are open to all students and play a vital role in expanding their academic horizons.|At the start of the school year, every NMSS student will take a diagnostic assessment designed to identify their current academic skill levels as they transition back into in-person learning. This assessment will play a critical role in helping us place students in the classes that best support their individual learning needs and academic growth.  The diagnostic results will specifically guide placement in core subjects such as Math and English. For example, students who may need additional support will be enrolled in targeted English support classes, while those who demonstrate readiness can access more advanced coursework. In Math, placement will ensure students are challenged appropriately while also receiving the support they need to succeed.  In addition to academic assessments, students will complete interest surveys to help identify their passions and academic goals. These surveys inform the selection of college-level courses offered through our dual enrollment partnerships, ensuring that students have access to a broad and meaningful range of study options that align with their interests and future aspirations.  Importantly, all students at NMSS have the opportunity to enroll in free college classes through partnerships with Southwest College and East Los Angeles College. These courses not only allow students to earn college credit while still in high school, but also expose them to a wider range of academic subjects, setting a strong foundation.|To better meet the needs of our students and support academic success, NMSS has expanded the number of course sections offered in both English and Math. This allows for smaller class sizes, more individualized attention, and flexible placement options that align with students’ skill levels and learning needs.  In addition to the core academic expansion, we have broadened our overall course offerings by adopting Edgenuity, an accredited online learning platform. Edgenuity provides students with access to a wide range of standards-aligned elective and credit recovery courses, enabling them to stay on track for graduation while exploring new areas of interest.  We are also pleased to share that college classes through our dual enrollment program have transitioned back to in-person instruction. Professors from our partner institutions—Southwest College and East Los Angeles College—are once again teaching directly on the NMSS campus. This shift not only enhances the college-going culture of our school, but also provides students with a more engaging and interactive college learning experience in a familiar environment.  These academic enhancements reflect our continued commitment to providing a well-rounded, high-quality education that prepares every Warrior for future success in college, career, and beyond.|As part of our continued efforts to support student achievement and strengthen school-home communication, summer surveys will be distributed to all students and families. These surveys will help us gather important feedback on academic interests, student needs, and overall school experience. The information collected will inform class placements, enrichment opportunities, and support services for the upcoming school year.  Throughout the summer, NMSS will also host a series of community meetings open to students, families, and stakeholders. These meetings will focus on key academic topics such as course offerings, scheduling, and the use of internal benchmark assessments to monitor student progress. These gatherings are designed to ensure transparency, encourage collaboration, and give families a voice in their student’s educational journey.  In addition, we are excited to welcome our incoming 9th grade students through a week-long Summer Bridge Program. This program is specifically designed to ease the transition to high school and introduce students to the academic expectations and opportunities available at NMSS. Participants will engage in orientation activities, explore the range of classes offered, and gain a better understanding of how internal assessments are used to support learning and growth. The program will also help students build connections with peers and staff before the school year begins.|Met||2025-06-23|2025
19647330117937|ICEF Vista Elementary Academy|7|ICEF Vista Elementary Academy (IVEA) established in 2008 is a tuition-free, public charter school and serves approximately 270 students in grades TK-5 with the following demographics: 93.7% Hispanic, 5.19% African American, 15.9% Students with Disabilities (SWD), 25.9% English Learners (EL), 0% Foster Youth (FY), 7.8% Homeless Youth (HY), and 98.5% 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||2025-06-26|2025
19647330117952|ICEF Innovation Los Angeles Charter|7|ICEF Innovation Los Angeles Charter School currently serves 237 students in grades TK-5. Our student demographics include: 36.7% African American, 63.3% Hispanic, 12.65% are Students with Disabilities (SWD); 31.64% English Language Learners (EL); 1.26% Foster Youth (FY); 16.45% Homeless Youth (HY), and 98.73% 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 provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Innovation Los Angeles Charter School’s educational program.  IILA uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and  individuals with exceptional needs.|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||2025-06-26|2025
19647330117978|Goethe International Charter|7|Goethe International Charter School uses multiple locally selected measures to track student access to and enrollment in a broad course of study across all grade spans and student groups. Primary Tracking Tools: The school utilizes Master Schedule analysis by grade level (TK-8), CALPADS enrollment data disaggregated by unduplicated student groups and Students with Disabilities, IEP documentation for specialized course access, and language proficiency assessments monitoring German immersion/acquisition program participation. Course Access Monitoring: Quarterly enrollment reports track participation in core academics, world languages (German, Spanish), and exploratory courses (Visual Arts, Performing Arts, Design, Coding). Data includes International Baccalaureate PYP/MYP implementation across all populations and extended learning opportunities through ELOP programming, prioritizing English Learners and socioeconomically disadvantaged students. Equity Analysis: Annual enrollment pattern reviews by demographic groups identify access barriers. IEP documentation ensures Students with Disabilities access general education curriculum with supports, while language program placement data ensures equitable access regardless of student background. These measures comprehensively monitor equitable access to the school's international programming while ensuring broad course of study compliance for all students.|Based on locally selected measures, Goethe International Charter School demonstrates comprehensive access to a broad course of study for all students across grades TK-8, with no site variation as a single-site LEA. Universal Access: Master Schedule analysis confirms 100% student access to core academics, world languages, and exploratory courses. CALPADS data shows all subgroups including English Learners (9%), Socioeconomically Disadvantaged students (26%), and Students with Disabilities (8%) participate fully without access barriers. Specialized Programming: Language proficiency data demonstrates equitable access to German immersion/acquisition programs across demographics. IEP documentation confirms Students with Disabilities receive accommodations while accessing general education and specialized courses. International Baccalaureate PYP/MYP reaches 100% of students regardless of background. Enhanced Opportunities: ELOP programming prioritizes unduplicated pupils while remaining accessible to all. Quarterly tracking shows consistent exploratory course enrollment without demographic disparities. Progress Over Time: Annual reviews indicate maintained universal access with expanding offerings. The four-level language proficiency system enhanced differentiated access while preserving equity. No systemic barriers exist across student groups, demonstrating successful broad course of study implementation for the diverse community.|Based on locally selected measures, Goethe International Charter School has achieved comprehensive access to a broad course of study for all students, with minimal barriers identified. Physical and Staffing Constraints: Limited classroom space occasionally constrains optimal scheduling of specialized courses and restricts simultaneous participation in hands-on exploratory classes. Recruiting qualified German-speaking teachers sometimes impacts dual-immersion programming consistency, though alternative arrangements maintain access. Scheduling Complexity: The four-level language proficiency system creates scheduling complexities that occasionally limit course timing flexibility. Balancing International Baccalaureate requirements with California standards and dual-immersion programming requires careful coordination affecting optimal sequencing. Technology and Service Coordination: Limited home technology access for some students may impact digital course components requiring extended work beyond school hours. Coordinating external service providers for Students with Disabilities occasionally creates scheduling conflicts temporarily affecting specialized course access. Mitigation Efforts: The school addresses barriers through strategic hiring, creative scheduling, device lending programs, and proactive service provider coordination. Annual enrollment data confirms these barriers do not prevent access but may impact optimal delivery timing or format for some students.|GICS has implemented targeted revisions to ensure sustained broad course access for all students. Program Enhancements: GICS implemented middle school departmentalization for specialized instruction and established an accelerated Math track for academic advancement. Additional intervention teacher hiring is planned to support struggling students while maintaining course access. Scheduling and Resource Optimization: Creative scheduling accommodates the four-level language proficiency system while maximizing access. Specialized programming brought in-house (Visual Arts, Performing Arts, Design) by GICS teachers reduces coordination challenges and improves flexibility. Technology and Professional Development: Enhanced device lending ensures home access to digital course components. Systematic professional development in E.L. Achieve curriculum and GLAD strategies enables effective broad course delivery to diverse learners. International Baccalaureate training maintains program fidelity. Proactive Solutions: Earlier recruitment and strategic hiring address German teacher shortages. Continued facility optimization ensures physical constraints don't limit offerings. External service provider coordination improvements minimize scheduling conflicts for Students with Disabilities. These implemented and planned actions address identified barriers while maintaining 100% student access to the comprehensive course of study, ensuring equitable participation across all demographic groups.|Met||2025-06-23|2025
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 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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19647330119982|Equitas Academy Charter|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
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 KIPP Endeavor College Preparatory Charter has access to high-quality core subjects as well as rigorous enrichment electives at every grade level. Enrichment electives are offered in addition to program and need-specific electives, including Designated ELD, intervention classes, resource classes, and more. Course offerings are adjusted every year, changing as the demographics and needs of our students change. Our school-based and regional teams track enrollment, making sure that newly identified students and students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Endeavor College Preparatory Charter 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.|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||2025-06-12|2025
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, 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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
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 support 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||2025-06-11|2025
19647330120071|New Designs Charter School-Watts|7|To track student access to a broad course of study, the school annually conducts an analysis of courses of study and pathways offered to ensure students are enrolled in appropriate courses of study. 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. Academic counselors monitor each student’s academic progress to ensure they are on track to graduate. 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, 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. All courses at the high school level are UC A-G approved courses. High school students can also elect to enroll in college credit classes offered by the Los Angeles Trade Tech College (LATTC), with whom the school partners. New Designs Charter-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-Watts.|Currently, 100% of the students have access to a broad course of study and New Designs Charter-Watts will continue to monitor this to ensure no barriers arise to change access.|There are no barriers to accessing a broad course of study. The school ensures that students with special needs, English Learners as well as any struggling students are not excluded in programs or are falling behind. The school is in the process of streamlining and strengthening the credit recovery options, for students who have failed some classes to ensure they remain in good standing. The school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement, all with the aim of building a climate conducive to learning.|Met||2025-06-07|2025
19647330120097|Academia Moderna|7|||||Not Met|||2025
19647330120477|Aspire Titan Academy|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330120527|Watts Learning Center Charter Middle|7|||||Not Met|||2025
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.|n/a|n/a|Met||2025-06-18|2025
19647330121137|Ingenium Charter|7|Ingenium Charter School utilizes several tools to monitor student access and enrollment in a comprehensive course of study. Powerschool serves as our primary data management system, allowing us to store and analyze student information, schedule students appropriately, and ensure equitable access across grade spans and student groups. Additionally, we use Ellevation to collect and analyze data specific to English Learners, helping us track their progress and participation. For students with special needs, we rely on Welligent and CalPads to gather detailed information on services provided and ensure they are enrolled in appropriate coursework aligned with their individual education plans.|All students have the opportunity to engage in a comprehensive course of study. They are instructed by qualified, appropriately credentialed staff and have access to all core curriculum resources, whether in physical form or available online.|No Barriers.|No revisions- all students have access.|Met||2025-06-09|2025
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||2025-06-11|2025
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||2025-06-11|2025
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 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 Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Empower Academy.|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||2025-06-12|2025
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 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 Community Prep 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.|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||2025-06-12|2025
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 electives 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 EL's 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 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||2025-06-25|2025
19647330122242|TEACH Academy of Technologies|7|TEACH uses a range of locally selected tools to monitor student access to and enrollment in a broad course of study across grade spans and subgroups. These include: 	•	Master schedule reviews and course enrollment data (disaggregated by subgroup, including English Learners and students with exceptional needs). 	•	Diagnostic and formative assessments (iReady, SmartyAnts, NWEA MAP, IAB) to identify academic gaps and ensure students are placed appropriately. 	•	Individualized Education Program (IEP) reviews to track course access for students with exceptional needs. 	•	Teacher and counselor input during grade-level team meetings. 	•	Tracking of A-G completion, AP course enrollment, and progress toward graduation.  These tools help ensure access is monitored not just for enrollment, but for quality and alignment with college and career readiness goals.|TEACH provides students with access to a broad course of study across all grade spans. In elementary and middle school, core instruction is supplemented by formative assessments to guide interventions and enrichments. Use of tools like iReady and SmartyAnts supports individualized learning paths. At the elementary level, teacher “looping” provides continuity and targeted remediation, which helps address learning gaps over time.  At the high school level, AP Spanish remains a strong program, and efforts are underway to expand access to advanced math courses, including AP Statistics and AP Calculus, supported by ability-grouped math pathways.  Across sites, access to electives and enrichment is generally equitable, though smaller campuses may face more scheduling limitations. Still, TEACH’s longitudinal K–12 model—serving students continuously across grade spans (85%+ retention)—supports a long-term strategy for scaffolding students into more advanced coursework.|Key barriers include: 	•	Foundational academic gaps in early and middle grades that limit student readiness for high school advanced coursework. 	•	Limited staff capacity at smaller campuses to offer a wide range of electives or specialty courses. 	•	Scheduling conflicts for students receiving ELD or SPED services, which can reduce access to enrichment and advanced options. 	•	Need for more targeted pathways in STEM and AP subjects, requiring long-term academic preparation beginning in lower grades.  These barriers are particularly relevant to students with exceptional needs and English Learners, who may be overrepresented in intervention courses that compete with elective time.|To ensure broader and more equitable access, TEACH is implementing the following actions: 	•	Expanding math placement pathways at the middle and high school levels to prepare more students—especially historically underserved ones—for AP coursework. 	•	Continuing use of diagnostic and formative assessments to identify and close learning gaps earlier in the academic pipeline. 	•	Scaling teacher “looping” in elementary to promote instructional continuity and student growth. 	•	Enhancing professional development on equitable placement and course access, particularly in STEM. 	•	Long-term: Strategic course alignment across K–12 to increase the number of students eligible for rigorous coursework by high school, supported by TEACH’s stable K–12 enrollment model.  These steps position TEACH to gradually but effectively expand access to advanced academic opportunities while maintaining strong support for foundational learning.|Met||2025-06-10|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19647330122556|Citizens of the World Charter School Hollywood|7|Citizens of the World – Hollywood is a WASC-accredited serving approximately 444 students in grades TK-5 with the following student demographics: 35% White, 38% Hispanic, 7% Asian, 12% 2+ Races, 7% African American, 2% Filipino, including 17% Students with Disabilities (SWD), 16% English Learners (EL), and 62% Socioeconomically Disadvantaged.   Our mission is to create a high-achieving public school for a diverse community of students, developing their abilities, confidence, and sense of responsibility for themselves and their community.   CWC-Hollywood provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of our educational program.   CWC-Hollywood uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Citizens of the World - Hollywood, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in enrichment (specials): Music and Visual Art.  There are no differences to accessibility to courses, across student groups at Citizens of the World – Hollywood.|Currently, 100% of the students have access to a broad course of study and Citizens of the World – Hollywood will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Hollywood in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
19647330122564|Camino Nuevo Elementary #3|7|The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.|All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.|The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.|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||2025-06-17|2025
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 World Languages, 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). 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 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. 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||2025-06-05|2025
19647330122614|Aspire Gateway Academy Charter|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330122622|Aspire Firestone Academy Charter|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-12|2025
19647330122721|Aspire Pacific Academy|7|Aspire Pacific Academy uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. Aspire Pacific Academy proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Aspire Pacific Academy's ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Aspire Pacific Academy is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330122739|Vista Charter Middle|7|VCMS uses a combination of locally selected tools to track student access to and enrollment in a broad course of study across grade spans and student groups. These tools include the school’s student information system (SIS), which provides real-time data on course enrollment disaggregated by grade level, English Learner status, socioeconomically disadvantaged students, foster youth, and students with disabilities. Course offerings are reviewed annually to ensure alignment with state standards and student interests, and scheduling reports are analyzed to monitor equitable access.  Additionally, VCMS conducts internal audits of student schedules to ensure that all students, including unduplicated student groups and individuals with exceptional needs, are enrolled in a full academic program that includes core subjects as well as enrichment opportunities such as physical education, the arts, and elective classes. Input from IEP teams, and student/parent surveys is also used to assess whether students' needs and interests are being met and to make adjustments where necessary.|Using locally selected tools such as the student information system (SIS), course enrollment reports, and internal schedule audits, VCMS has determined that all students have access to, and are enrolled in, a broad course of study that includes core academic subjects (English Language Arts, Math, Science, and Social Studies), Physical Education, and enrichment opportunities such as the arts and electives.  Data disaggregated by student groups shows that access is generally equitable across the student body, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. However, analysis has revealed that some students with IEPs have slightly reduced access to elective courses due to scheduling conflicts related to support services. In response, VCMS has begun working with special education staff to adjust scheduling practices and increase flexibility to ensure broader access to electives.  There are no significant differences in course access across school sites, and year-over-year comparisons show progress in expanding elective options and maintaining inclusive access for all student groups. VCMS continues to monitor enrollment trends and uses student and parent feedback to inform course offerings and support equitable participation.|Based on the results of locally selected measures, VCMS has identified scheduling constraints and limited staffing as primary barriers to providing full access to a broad course of study for all students. Limited staffing in specialized areas such as the arts and technology restricts the number and variety of electives that can be offered. These barriers impact the ability to fully meet student interests and ensure equitable access, particularly for students requiring additional academic or social-emotional support.|In response to the findings from locally selected measures, VCMS is implementing several key actions to ensure all students have access to a broad course of study. VCMS is exploring ways to expand staffing in specialized subject areas such as the arts and technology, including leveraging partnerships with community organizations and pursuing grant opportunities. The school is also reviewing and adjusting course offerings based on student interest surveys and enrollment data to better align programs with student needs. These efforts aim to promote equitable access and enrich learning opportunities for all students.|Met||2025-06-23|2025
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.|As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs, and services being dependent on student need and interest. For example, we provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  internal assessments (MAP, IAB, etc.) All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness and socio-emotional development. The Learning Management System provides teachers with resources to monitor academic progress and tips to connect with students. Mentorship is monitored through the LMS to ensure every child has an adult connection on campus. Furthermore, MSA Bell has provided students with information regarding A-G courses, as well as offered opportunities to take courses such as Algebra 1, Geometry, or world language courses (Spanish 1 and 2) that would earn credit towards their high school pathway.|MSA Bell has executed extensive plans to ensure and provide ongoing connectivity. 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||2025-06-26|2025
19647330122754|Valley Charter Elementary|7|||||Not Met|||2025
19647330122838|Valley Charter Middle|7|||||Not Met|||2025
19647330122861|Camino Nuevo Charter Academy #2|7|The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.|All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.|The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.|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||2025-06-17|2025
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||2025-06-11|2025
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||2025-06-11|2025
19647330123158|Arts In Action Community Charter|7|||||Not Met|||2025
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||2025-06-12|2025
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||2025-06-12|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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 183 instructional days, that exceed the CA requirement for charter schools of 175 days. All students have access to expanded learning opportunities that take 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 229 students in grades TK-8 with the following demographics: 96% Hispanic, 42% English Learner (EL) 20% Students with Disabilities (SWD), 8% newcomer, 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, and parent/conference reports. In addition, this will be veri?ed 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), STEAM (5th/6th) elective courses. Moreover, after school students have access to sports including volleyball, dance, and basketball. Before, during and after school students also have access to intervention, student council, leadership, e-sports club, anime club, gardening club, coding club, karaoke club, chess club, and board games club. 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||2025-06-17|2025
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 (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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
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. In Fall 2024 52% of students were enrolled in a CTE pathways course. 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||2025-06-14|2025
19647330124784|Aspire Slauson Academy Charter|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330124792|Aspire Juanita Tate Academy Charter|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330124800|Aspire Inskeep Academy Charter|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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.|Met||2025-06-18|2025
19647330124826|Camino Nuevo Charter Academy #4|7|The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.|All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.|The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.|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||2025-06-17|2025
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||2025-06-11|2025
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’ 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). Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting 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||2025-06-05|2025
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||2025-06-11|2025
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 KIPP Philosophers 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 Philosophers 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.|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||2025-06-12|2025
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 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.|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||2025-06-12|2025
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 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.|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||2025-06-12|2025
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||2025-06-12|2025
19647330126136|Math and Science College Preparatory|7|All students participate in rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the schoolwide 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 13 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 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.  In addition, we continue offering 1:1 Chromebooks to all students, ensuring each student has consistent access to technology both at school and at home. This initiative is part of our commitment for students to stay connected and engaged. We believe that access to reliable technology is essential for academic success.|Met||2025-06-25|2025
19647330126169|Equitas Academy #2|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
19647330126177|Citizens of the World Charter School Silver Lake|7|CWC-Silver Lake is a WASC-accredited public school serving approximately 717 students in grades TK-8 with the following student demographics: 57% Hispanic, 17% White, 8% African American, 9% Two or More Races, 5% Asian, 4% Filipino, including 16% Students with Disabilities (SWD), 15% English Learners (EL), and 71% Socioeconomically Disadvantaged (SED).   The mission of Citizens of the World – Silver Lake is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.   Citizens of the World – Silver Lake provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Citizens of the World – Silver Lake’s educational program.   Citizens of the World – Silver Lake uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure schedules are followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Citizens of the World – Silver Lake, all students in grades TK-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to the following electives in - Art (TK-8), Mindfulness (TK-8), Spanish (Gr 3-8), and Drama (Gr 6-8). There are no differences to accessibility to courses, across student groups at Citizens of the World – Silver Lake.|Currently 100% of the students have access to a broad course of study and Citizens of the World – Silver Lake will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Silver Lake in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
19647330126193|Citizens of the World Charter School Mar Vista|7|Citizens of the World – Mar Vista is a WASC-accredited public school serving approximately 485 students in grades TK-8 with the following student demographics: 52% Hispanic, 18% White, 16% African American, 10% 2+ Races, 3% Asian, 1% Filipino, including 13% Students with Disabilities (SWD), 9% English Learners (EL), and 68% Socioeconomically Disadvantaged (SED).   The mission of Citizens of the World Charter Mar Vista is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.   CWC-MV provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of our educational program.   CWC-MV uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Citizens of the World – Mar Vista, all students 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 to accessibility to courses, across student groups at Citizens of the World – Mar Vista.|Currently, 100% of the students have access to a broad course of study and Citizens of the World – Mar Vista will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Mar Vista in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
19647330126797|Aspire Centennial College Preparatory Academy|7|Our LEA uses PowerSchool, a robust student information system, to carefully track and ensure that all students are enrolled in and have access to a comprehensive curriculum. Administrators, teachers, counselors, and families use this system to monitor class enrollments and student progress across all grades, including unduplicated students and those with exceptional needs. PowerSchool supports scheduling, grade books, and report generation. Our curriculum includes core subjects—Math, ELA, Science, and Social Studies—and P.E., all designed to meet the diverse needs of our students, ensuring equitable access and necessary supports.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
19647330127670|KIPP Iluminar Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study. Every student enrolled at KIPP Iluminar 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 Iluminar Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Iluminar Academy.|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||2025-06-12|2025
19647330127886|City Language Immersion Charter|7|CLIC uses several locally selected measures and tools to track broad course of study access for all students. The school primarily relies on Master Schedule analysis to document enrollment and participation in all required core subjects including ELA, Spanish Language Arts, Mathematics, Science, Social Studies, and PE, along with enrichment programs. CALPADS data system verification ensures student enrollment across all course offerings, while SARC reporting tracks Physical Fitness Test participation for Grade 5 students. CLIC monitors specific metrics including 100% student participation in enrichment programs such as Art, Music, Garden Classes, and Health/Sex Education for grades 3-5 (LCAP Metric #11), as well as the percentage of Grade 5 students participating in all five components of the Physical Fitness Test (LCAP Metric #12). The school tracks access across all grade spans (TK-5) and specifically monitors participation rates for unduplicated student groups including English Learners (36%), Socioeconomically Disadvantaged students (70%), and Foster Youth (0.5%), along with Students with Disabilities (14%) and all demographic groups within their dual immersion model. Through master scheduling, CLIC ensures all 380 students receive the full dual immersion curriculum plus enrichment opportunities, with data disaggregated by student groups to identify any potential access barriers and maintain equitable course participation.|Overall Course Access:  CLIC demonstrates strong broad course of study access, with 100% of all 380 students (TK-5) enrolled in core dual immersion curriculum including ELA, Spanish Language Arts, Mathematics, Science, Social Studies, and PE. Enrichment participation maintains 100% across all grade levels for Art, Music, Garden Classes, and age-appropriate Health Education. Student Group Equity:  Master Schedule analysis reveals no enrollment disparities across demographic groups. All unduplicated student populations including English Learners (36%), Socioeconomically Disadvantaged students (70%), and Foster Youth (0.5%) receive identical course access. Students with Disabilities (14%) participate fully in general education courses with appropriate accommodations through the inclusion model. Progress Over Time: Physical Fitness Test participation for Grade 5 shows improvement from 96% (2022-23) to 96.3% (2023-24), trending toward the 100% target. Enrichment participation has maintained consistent 100% rates, indicating sustained comprehensive access. Site Comparison: As a single-site charter school, no site disparities exist. The dual immersion model ensures all students receive enhanced language instruction beyond traditional course requirements. Gaps Identified: Minor gaps exist only in Grade 5 fitness test completion due to student absences during testing periods, not access limitations. All students maintain equal enrollment opportunities across the full course spectrum.|Systemic Access Success: CLIC has effectively eliminated traditional barriers to broad course of study access. The single-site charter model ensures consistent resource allocation and staffing across all grade levels, with no disparities in course offerings between different campus locations or student populations. Resource Adequacy: Adequate staffing, including credentialed teachers for all core subjects and specialized instructors for Art, Music, and Garden classes, ensures full curriculum delivery. Technology infrastructure provides 1:1 device access, eliminating digital divide barriers that might otherwise limit course participation. Inclusive Design Implementation: The full inclusion special education model integrates Students with Disabilities seamlessly into all course offerings with appropriate accommodations. Co-teaching approaches and universal design principles ensure access without creating separate or limited programming tracks. Transportation and Participation: While field trip transportation costs present minor logistical challenges, they do not impact core course access or required curriculum delivery. Alternative enrichment opportunities on campus maintain comprehensive programming. Language Access Equity: The dual immersion model enhances rather than restricts course access, providing bilingual instruction that supports both English Learners and English-only students in accessing rigorous academic content across all subject areas.|Sustained Access Maintenance: CLIC will continue implementing Goal 1, Action 4 to maintain 100% student participation in enrichment programming through consistent staffing of credentialed teachers for Art, Music, and specialized Garden instruction. Enhanced Learning Opportunities: Building on successful 100% enrollment rates, CLIC will expand the recently implemented Garden program from TK and grades 3-5 to provide 60 hours of hands-on environmental education, integrating science standards with practical learning experiences. Technology Access Continuation: Goal 2, Action 4 ensures ongoing 1:1 device access and adequate bandwidth infrastructure to support digital learning across all courses, preventing any future digital divide barriers from emerging. Facility Optimization: Goal 3, Action 4 includes playground resurfacing and facility improvements to maintain safe, conducive learning environments that support full participation in Physical Education and outdoor learning activities. Transportation Solutions: While maintaining 100% core course access, CLIC will explore alternative funding strategies and community partnerships to address field trip transportation costs, ensuring experiential learning opportunities remain accessible to all students without creating equity gaps. Monitoring Continuity: Master Schedule analysis and CALPADS tracking will continue quarterly to verify sustained universal access across all student groups and grade levels.|Met||2025-06-23|2025
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 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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
19647330127910|Camino Nuevo High #2|7|The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.|All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.|The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.|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||2025-06-17|2025
19647330127936|PREPA TEC - Los Angeles|7|||||Not Met|||2025
19647330127985|Ingenium Charter Middle|7|Ingenium Charter Middle School utilizes several tools to monitor student access and enrollment in a comprehensive course of study. Powerschool serves as our primary data management system, allowing us to store and analyze student information, schedule students appropriately, and ensure equitable access across grade spans and student groups. Additionally, we use Ellevation to collect and analyze data specific to English Learners, helping us track their progress and participation. For students with special needs, we rely on Welligent and CalPads to gather detailed information on services provided and ensure they are enrolled in appropriate coursework aligned with their individual education plans.|All students have the opportunity to engage in a comprehensive course of study. They are instructed by qualified, appropriately credentialed staff and have access to all core curriculum resources, whether in physical form or available online.|No Barriers.|No revisions- all students have access.|Met||2025-06-09|2025
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||2025-06-11|2025
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||2025-06-11|2025
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||2025-06-11|2025
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 support 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||2025-06-11|2025
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 183 instructional days, that exceed the CA requirement for charter schools of 175 days. All students have access to expanded learning opportunities that take place before and after school, during intersession (fall, winter, spring) and summer programming. Extera Public School #2 is situated in East Los Angeles serving 122 students in grades TK-5 with the following student demographics: 99% Hispanic, 39% English Learners (EL), 19% Students with Disabilities (SWD), and 100% 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, and parent/conference reports. In addition, this will be veri?ed 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. Moreover, students have access to clubs, such as Coding and Arts and Crafts, 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||2025-06-17|2025
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||2025-06-23|2025
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 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 Academy of 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.|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||2025-06-12|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
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 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 Preparatory Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Vida Preparatory Academy.|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||2025-06-12|2025
19647330129593|PUC Inspire Charter Academy|7|PUC Inspire Charter Academy utilizes PowerSchool as the primary tool to manage and monitor student scheduling, enrollment, teacher qualifications, and gradebook data. PowerSchool enables us to ensure students across all grade spans are enrolled in a broad course of study that meets graduation requirements and academic goals. It also allows us to monitor course participation by unduplicated student groups, including English Learners, low-income students, foster youth, and individuals with exceptional needs. In addition to PowerSchool, we use DataWall, a data visualization platform, to analyze student enrollment, course completion, and academic outcomes by subgroup. DataWall supports our efforts to identify gaps in access and performance and informs targeted interventions to promote equity. We also employ Mosaic, a student information and case management system, to track services and supports for students with exceptional needs, ensuring they are appropriately enrolled in specialized courses and receiving necessary accommodations. Together, these tools provide a comprehensive system for tracking and ensuring equitable access to a broad and inclusive course of study for all students at PUC Inspire Charter Academy.|PUC Inspire Charter Academy is a single-school LEA, which allows for consistent implementation of course offerings across all students and groups. Based on data from PowerSchool, DataWall, and Mosaic, there are no significant differences among student groups in access to and enrollment in a broad course of study. All students, including unduplicated groups and those with exceptional needs, have equitable access to and are enrolled in core academic subjects: English, Mathematics, Social Science, and Science, as well as Physical Education, Dance, and Visual and Performing Arts. Our ongoing data monitoring through these platforms shows steady progress in maintaining and ensuring comprehensive access for every student. Regular reviews confirm that course availability and enrollment patterns are consistent and inclusive, supporting our commitment to equity. PUC Inspire continually evaluates enrollment data to identify and address any potential gaps, although none have been identified at this time.|For grades 6-12 at PUC Inspire Charter Academy, there are no identified barriers preventing student access to a broad course of study. Any potential barriers for students with disabilities (SWDs) are addressed through individualized supports established by the Section 504 and/or IEP teams. Courses not offered on site are made available through alternative placements or enrichment programs arranged via IEP contracting agreements. All students with special needs receive tailored support based on their unique requirements through pre-referral interventions, Section 504 Plans, and/or Individualized Education Programs. Decisions regarding interventions, services, and placements are made by a multidisciplinary team to ensure appropriate support within the school environment. PUC Inspire follows the Collaborative Inclusion Model, offering a continuum of supports that prioritize inclusion in the general education classroom whenever possible. For students whose needs exceed what can be met in general education, additional supports include small group or individual pull-out sessions, specialized group settings, or alternative placements determined through the IEP process. This comprehensive approach ensures equitable access to a broad course of study for all students, with barriers addressed proactively through individualized planning and support.|To ensure all students have access to a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will maintain close collaboration with PUC School Site Leaders to regularly review and verify that course offerings comply with Education Code 51220(a)-(i). This process ensures that the curriculum includes all required subject areas and remains accessible to every student, with particular attention to students with special needs and English Language Learners. Site leaders are tasked with monitoring enrollment data and student progress to identify and address any gaps in access or participation. In addition, the LEA supports ongoing professional development for staff to enhance inclusive instructional practices and differentiated supports that meet the diverse learning needs of all students. By maintaining these rigorous oversight and support systems, PUC Inspire Charter Academy commits to continuously refining course availability and accessibility, ensuring equitable opportunities for academic growth and success for every student.|Met||2025-06-05|2025
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 study 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 on 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 what can be provided within the general education classroom, small group/individual pull-out, and small group settings are used|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 Learner|Met||2025-06-05|2025
19647330129627|TEACH Tech Charter High|7|TEACH uses a range of locally selected tools to monitor student access to and enrollment in a broad course of study across grade spans and subgroups. These include: 	•	Master schedule reviews and course enrollment data (disaggregated by subgroup, including English Learners and students with exceptional needs). 	•	Diagnostic and formative assessments (iReady, SmartyAnts, NWEA MAP, IAB) to identify academic gaps and ensure students are placed appropriately. 	•	Individualized Education Program (IEP) reviews to track course access for students with exceptional needs. 	•	Teacher and counselor input during grade-level team meetings. 	•	Tracking of A-G completion, AP course enrollment, and progress toward graduation.  These tools help ensure access is monitored not just for enrollment, but for quality and alignment with college and career readiness goals.|TEACH provides students with access to a broad course of study across all grade spans. In elementary and middle school, core instruction is supplemented by formative assessments to guide interventions and enrichments. Use of tools like iReady and SmartyAnts supports individualized learning paths. At the elementary level, teacher “looping” provides continuity and targeted remediation, which helps address learning gaps over time.  At the high school level, AP Spanish remains a strong program, and efforts are underway to expand access to advanced math courses, including AP Statistics and AP Calculus, supported by ability-grouped math pathways.  Across sites, access to electives and enrichment is generally equitable, though smaller campuses may face more scheduling limitations. Still, TEACH’s longitudinal K–12 model—serving students continuously across grade spans (85%+ retention)—supports a long-term strategy for scaffolding students into more advanced coursework.|Key barriers include: 	•	Foundational academic gaps in early and middle grades that limit student readiness for high school advanced coursework. 	•	Limited staff capacity at smaller campuses to offer a wide range of electives or specialty courses. 	•	Scheduling conflicts for students receiving ELD or SPED services, which can reduce access to enrichment and advanced options. 	•	Need for more targeted pathways in STEM and AP subjects, requiring long-term academic preparation beginning in lower grades.  These barriers are particularly relevant to students with exceptional needs and English Learners, who may be overrepresented in intervention courses that compete with elective time.|To ensure broader and more equitable access, TEACH is implementing the following actions: 	•	Expanding math placement pathways at the middle and high school levels to prepare more students—especially historically underserved ones—for AP coursework. 	•	Continuing use of diagnostic and formative assessments to identify and close learning gaps earlier in the academic pipeline. 	•	Scaling teacher “looping” in elementary to promote instructional continuity and student growth. 	•	Enhancing professional development on equitable placement and course access, particularly in STEM. 	•	Long-term: Strategic course alignment across K–12 to increase the number of students eligible for rigorous coursework by high school, supported by TEACH’s stable K–12 enrollment model.  These steps position TEACH to gradually but effectively expand access to advanced academic opportunities while maintaining strong support for foundational learning.|Met||2025-06-10|2025
19647330129650|Equitas Academy #3 Charter|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
19647330129858|Everest Value|7|Students at Everest Value School are enrolled in a broad course of study for grades TK–8, including English Language Arts, Mathematics, Science, Social Science, Physical Education, Visual and Performing Arts, and Language Development. This course of study is aligned with California state standards and designed to build a strong academic foundation across content areas. To monitor student access and progress, administrators, teachers, and support staff regularly review class schedules, student work, grades, and assessment data through PowerSchool. Students receive support through classroom teachers and intervention staff to ensure they are on track to meet grade-level expectations and be promoted to the next grade. Locally selected tools used to ensure all students—including English Learners, foster youth, low-income students, and students with disabilities—have access to a broad course of study include class schedules, report cards, English Learner identification, and Individualized Education Plans (IEPs). Data is reviewed regularly and disaggregated by subgroup to ensure equity and access for all student groups.|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.|While all students at Everest  Value School have access to a broad course of study, locally observed measures and staff input indicate that broader systemic and environmental barriers, particularly impacting immigrant families, may affect full participation. Fear of immigration enforcement (ICE) has led to decreased attendance, lower parent participation in school events, and increased anxiety among students and staff. These factors can influence student engagement, social-emotional well-being, and a sense of safety, ultimately affecting students’ ability to fully access all aspects of the educational experience, including enrichment and extracurricular opportunities. The school continues to respond with trauma-informed practices, mental health supports, and ongoing outreach to build trust with families and maintain equitable access for all students.  .|To support access to a broad course of study, the school has implemented professional development and instructional coaching through regular meetings and classroom observations. In 2025–26, the school will continue to receive targeted support from a network academic team including a Chief Academic Officer, Math Director, Special Education Director, principal, and cluster leads to strengthen instructional quality and ensure curricular access for all students. Additionally, the school is expanding co-teaching and push-in models for students with disabilities, enhancing bilingual support for English Learners, and deepening trauma-informed practices to reduce barriers faced by immigrant families and improve engagement across all student groups.|Met||2025-06-06|2025
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||2025-06-21|2025
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||2025-06-12|2025
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||2025-06-12|2025
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 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 Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Ignite Academy.|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||2025-06-12|2025
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 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 Prep students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. In addition to the core classes, students have access to various electives during their time at KIPP Promesa Prep.|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||2025-06-12|2025
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||2025-06-25|2025
19647330131904|Libertas College Preparatory Charter|7|Libertas is a full inclusion school so all students including Els and Students with Disabilities are provided with the same access to our broad course of study. Tracking tools are not needed because all students are fully included. 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||2025-06-07|2025
19647330132027|University Preparatory Value High|7|Students at University Preparatory Value High School are enrolled in a broad course of study for grades 9–12, including English, Mathematics, Social Science, Science, Physical Education, Visual and Performing Arts, and Language Development. This course of study aligns with state guidelines and graduation requirements.  To monitor student access and progress, administrators, counselors, and teacher-advisors regularly review class schedules, grades, and transcripts using PowerSchool. All students are assigned a teacher-advisor who supports them in staying on track for graduation.  The school uses class schedules, report cards, English Learner identification, and Individualized Education Plans (IEPs) as locally selected tools to ensure that all students, including unduplicated students (English Learners, foster youth, low-income) and students with disabilities, are enrolled in a broad course of study. Data is reviewed regularly to ensure equity and access across all student groups.|Using locally selected tools such as PowerSchool course data, student schedules, IEPs, and English Learner identification, University Preparatory Value High School ensures all students are enrolled in a broad course of study, including English, Math, Science, Social Science, Physical Education, and Visual and Performing Arts. The school offers structured English immersion and enrichment classes for newcomers and LTELs, supported by a bilingual instructional assistant. Students with disabilities are served through a full inclusion model, with RSP teachers providing push-in and pull-out support in core subjects. Students in need of academic intervention but not identified with disabilities participate in a Multi-Tiered System of Supports (MTSS). Supplemental curriculum is provided as needed to ensure access to grade-level content. These supports ensure equitable access for all student groups, including English Learners, students with disabilities, and low-income students. Access has expanded over time through increased professional development  and targeted instructional supports.|While all students at University Preparatory Value High School have access to a broad course of study, locally observed measures and staff input indicate that broader systemic and environmental barriers—particularly impacting immigrant families—may affect full participation. Fear of immigration enforcement (ICE) has led to decreased attendance, lower parent participation in school events, and increased anxiety among students and staff. These factors can influence student engagement, social-emotional well-being, and a sense of safety—ultimately affecting students’ ability to fully access all aspects of the educational experience, including enrichment and extracurricular opportunities. The school continues to respond with trauma-informed practices, mental health supports, and ongoing outreach to build trust with families and maintain equitable access for all students.|To support access to a broad course of study, the school has implemented professional development and instructional coaching through regular meetings and classroom observations. In 2025–26, the school will continue to receive targeted support from a network academic team including a Chief Academic Officer, Math Director, Special Education Director, principal, and cluster leads to strengthen instructional quality and ensure curricular access for all students. Additionally, the school is expanding co-teaching and push-in models for students with disabilities, enhancing bilingual support for English Learners, and deepening trauma-informed practices to reduce barriers faced by immigrant families and improve engagement across all student groups.|Met||2025-06-06|2025
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||2025-06-11|2025
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||2025-06-30|2025
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||2025-06-12|2025
19647330132928|Anahuacalmecac International University Preparatory of North America|7|Anahuacalmecac monitors student enrollment in a broad course of study using disaggregated data, academic plans, and collaboration across staff. Elementary offerings include Dual Language Immersion, Nawatl instruction, cultural arts, STEM through USC Viterbi, and LandBack Learning. Staff ensure full participation in the 5th-grade Exhibition to support interdisciplinary engagement.  Middle school access to academic and exploratory courses is tracked via classroom data, Student-Led Conferences, and counselor review. High school enrollment in A–G, AP, and Honors courses is monitored using academic plans, with a focus on unduplicated student groups—English Learners, foster youth, and socioeconomically disadvantaged students—to ensure equity. Scope and Sequence is regularly reviewed to ensure a broad course of study is accessible to all students from 6th-12th grade.   Student progress is monitored by academic counseling staff to ensure completion of A-G requirements. The Director of Education and counselors evaluate academic trends and reflections to address barriers and improve access for unduplicated groups across grade spans.  Students with exceptional needs are supported through IEPs and 504 Plans, which guide course placement and accommodations. SPED and general education staff collaborate to ensure inclusive practices and access to curriculum. Supports include aides, assistive technology, and targeted services, with ongoing staff development to meet individual learning goals.|Anahuacalmecac monitors all students’ access to and enrollment in a broad TK–12 course of study using tools such as enrollment records, class rosters, Student-Led Conference outcomes, and counseling notes. Teachers, aides, the Director of Education, and the counselor regularly review this data. PowerSchool tracks schedules, subgroup enrollment, and academic progress, while Google Classroom offers insight into engagement and assignment completion.  All students—including English Learners, foster youth, socioeconomically disadvantaged students, students with disabilities, and American Indian students—have equitable access to a standards-aligned course of study grounded in Indigenous frameworks. Anahuacalmecac’s centralized programming ensures consistent access across the single school site. While course enrollment is grade-specific, all students receive the full academic program appropriate to their grade level.  Grade-level scaffolding ensures access across disciplines. In 5th grade, all students begin milestone projects and participate in land-based learning at Chief Ya’anna Village. Middle schoolers engage in project-based STEM through the USC Viterbi K12 STEM Center. High schoolers enroll in A–G, AP, and honors courses, including culturally rooted electives. Targeted support helps underserved groups access and succeed in all offerings.|Anahuacalmecac ensures all students have access to and are enrolled in a broad course of study aligned with state standards and Indigenous frameworks. Locally selected tools such as enrollment records, rosters, and counseling data show equitable access across all grade spans. All students, including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, are supported in college and career-aligned coursework, including honors, AP, and project-based learning.  No major barriers currently prevent access. Nevertheless, the expansion of A–G approved courses and new culturally rooted electives requires ongoing coordination. To sustain high-quality access, the school emphasizes individualized guidance, timely scheduling, and strategic staff collaboration. These efforts are part of continuous improvement rather than responses to systemic obstacles, ensuring that all students remain supported as offerings grow.|Anahuacalmecac continues to meet the standard of providing all students with access to a broad course of study and is strengthening this work through targeted actions that expand equity and opportunity. This is supported by enrollment data, Student-Led Conferences, and counselor planning records, which help guide continued access for all students.  A key new action is the expansion of dual enrollment. The school is increasing access to college-level coursework to ensure that all students—including English Learners, foster youth, students with disabilities, and socioeconomically disadvantaged students—can earn college credit while in high school. This effort is supported through counselor guidance, data review, and proactive outreach to students and families.  To maintain equity in access, the Director of Education, counselors, and teaching teams regularly review student schedules using PowerSchool and Google Classroom data. These reviews ensure inclusive placement across disciplines and support student participation in both dual and concurrent enrollment programs. These systems enable students to pursue a broader and more personalized course of study, including specialized classes aligned with their academic interests and career goals.|Met||2025-06-24|2025
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|7|Both PUC 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||2025-06-05|2025
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||2025-06-05|2025
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 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 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. 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). Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting 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||2025-06-05|2025
19647330133686|Equitas Academy 4|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
19647330133702|New Los Angeles Charter Elementary|7|New Los Angeles Charter Elementary School uses several locally selected measures to track student access to a broad course of study across all populations. Primary Tracking Methods:  The school uses Master Schedule analysis to document enrollment in enrichment courses, CALPADS data for participation tracking across student populations, and classroom observations to monitor curriculum delivery. Key Metrics: Monitored indicators include percentage of students participating in enrichment courses (currently 100%) and Physical Fitness Test participation for Grade 5 (100%). Data is disaggregated by unduplicated student groups including English Learners, Socioeconomically Disadvantaged students, and Foster Youth. Special Populations: The school tracks how Students with Disabilities access general education curriculum with appropriate accommodations while maintaining full participation. Course Offerings Monitored: Tracking covers core subjects (ELA, Math, Science, Social Studies, PE) plus enrichment programming including weekly art, music, coding for grades K 5, and integrated health education across grade spans TK-5. Review Process: Data is reviewed regularly through Professional Learning Communities and administrative meetings to identify and address any access gaps for student populations.|Universal Access Achievement: New Los Angeles Charter Elementary School achieves 100% student participation in a broad course of study across grades TK-5. All students access core subjects (ELA, Math, Science, Social Studies, PE) plus weekly enrichment in art, music, and coding. Equity Across Student Groups:  Master Schedule and CALPADS data confirm universal access for all unduplicated populations: English Learners (22%), Socioeconomically Disadvantaged students (81%), Foster Youth (3%), and Students with Disabilities (24%) maintain full participation without barriers. Special Education Integration: Students with Disabilities receive appropriate accommodations while accessing the complete curriculum, ensuring inclusion in all enrichment courses alongside core academics. Sustained Progress: The school maintained 100% participation from 2023-24 to 2024-25. Physical Fitness Test participation for Grade 5 improved from 97.5% to 100%, demonstrating enhanced comprehensive PE access. No Access Disparities: As a single-site school, no between-site differences exist. Specialized teachers deliver enrichment instruction ensuring consistent quality across all grade levels and student populations. Comprehensive Offerings: Weekly specialist-taught classes in art, music, and coding, combined with 100 minutes of PE/health instruction, provide robust enrichment exceeding minimum requirements for all students regardless of background or ability.|Current Access Status: New LA achieves 100% student participation across all course offerings, with no identified barriers preventing access to a broad course of study for any student population. Universal Participation Achieved: Master Schedule analysis and CALPADS data confirm that all students in grades TK-5, including English Learners (22%), Socioeconomically Disadvantaged students (81%), Foster Youth (3%), and Students with Disabilities (24%), have full access to core subjects plus weekly enrichment in art, music, and coding. Equity Maintained: Physical Fitness Test participation improved from 97.5% to 100% for Grade 5, demonstrating enhanced access. Students with Disabilities receive appropriate accommodations while maintaining complete curriculum access alongside their peers. Effective Systems in Place: The school's single-site structure eliminates between-site disparities. Specialized teachers deliver consistent enrichment instruction across all grade levels. Grant funding through partnerships like 9 Dots ensures coding program sustainability without creating financial barriers. Sustained Success: The maintained 100% participation rate from 2023-24 to 2024-25 demonstrates the school's effective systems for providing equitable access to comprehensive programming for all students regardless of background, language proficiency, or disability status. No Barriers Identified: All locally selected measures confirm universal access with no impediments to broad course of study|Sustaining Universal Access With 100% student participation achieved, New Los Angeles Charter Elementary School is implementing actions to maintain and enhance current success. Key Continuation Actions Goal 1, Action 4 (Broad Course of Study) maintains comprehensive enrichment programming ensuring all students continue receiving weekly art, music, coding, and PE instruction. Goal 2, Action 1 (Educators Supporting Core Educational Program) focuses on staffing stability to preserve instructional quality across all subject areas. Technology and Infrastructure Goal 2, Action 4 (Closing the Digital Divide) addresses aging classroom technology to maintain effective curriculum delivery, particularly for coding and digital learning components. Special Population Support Goal 1, Action 6 (Comprehensive SPED Program) strengthens systems ensuring Students with Disabilities maintain full curriculum access with appropriate accommodations as enrollment grows from 18% to 25.32%. Resource Sustainability Strategic partnerships like 9 Dots grant funding ensure continued programming without creating financial barriers. Regular Master Schedule and CALPADS monitoring maintains oversight of participation rates across all student groups. Focus on Excellence Rather than addressing deficiencies, actions concentrate on sustaining the effective systems that currently provide universal access to comprehensive programming for all students regardless of background, language proficiency, or disability.|Met||2025-06-23|2025
19647330133710|Girls Athletic Leadership School Los Angeles|7|Presently, all students in all three grade levels (6-8) have access to a board course of study.|Presently, all students in all three grade levels (6-8) have access to a board course of study.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|Beyond all the core subjects, students begin each day with Movement (physical education) and thus greatly exceed the amount of required Physical Education by the State of California. All GALS students also take a daily social emotional call called the GALS series, where they learn coping skills, how to express their feelings, healthy relationships and so much more. Presently, all three grade levels (6-8) have a data driven, student centered master schedule. Presently, all three grade levels (6-8) have access to a board course of study.|Met||2025-06-02|2025
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 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 specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19647330134205|Arts in Action Community Middle|7|||||Not Met|||2025
19647330135509|Gabriella Charter 2|7|The LEA tracks student performance in our charter's adopted broad course of study - which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology. All students participate in the coursework that is designed to be a broad course of study and is identified in our charter.|All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.|GCS 2 has not currently identified barriers to overall course access in a broad course of study for all students. However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of challenge.|GCS 2 will continue to implement our charter for our K-8 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects.|Met||2025-06-23|2025
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 KIPP Corazon 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 Corazon 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.|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||2025-06-12|2025
19647330135616|Crete Academy|7|||||Not Met|||2025
19647330135632|WISH Academy High|7|WISH Academy utilizes comprehensive tracking systems to monitor student access and enrollment across all populations through multiple data sources: Enrollment Data Systems: Student Information System (Infinite Campus) tracks course enrollment disaggregated by English Learners, Students with Disabilities, Socioeconomically Disadvantaged, and racial/ethnic categories. Data is analyzed quarterly for equitable access. Pathway Participation Tracking: Three academic pathways (Biomedical Science & Engineering, Liberal Arts & Civics, Visual & Performing Arts) monitored for enrollment diversity, with attention to unduplicated students and individuals with exceptional needs representation. Co-Teaching Model Assessment: Measures inclusive co-teaching effectiveness through IEP goal achievement data, general education course completion rates for students with disabilities, and academic performance across student groups. MTSS Data: Multi-Tiered Systems of Support framework tracks intervention effectiveness and course access for students requiring additional support, ensuring no exclusion from grade-level curriculum. Elective Participation: Monitors participation in elective courses, seminars, and enrichment opportunities, analyzing demographic patterns to identify access gaps.|WISH Academy demonstrates comprehensive success providing broad course access to all students. 100% of students enroll in all required California Education Code courses: English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Visual/Performing Arts. Pathway Enrollment: All students participate in directed pathway coursework with cross-disciplinary exploration flexibility. Current enrollment: Biomedical Science & Engineering (38%), Liberal Arts & Civics (35%), Visual & Performing Arts (27%). Inclusive Access: Students with disabilities maintain 98% enrollment in general education courses through co-teaching model. English Learners demonstrate 96% participation in all pathways with integrated language development support. Enrichment: 100% of students access specialist instruction in music, art, physical education, and technology. 94% of students enroll in electives beyond core requirements. Advanced Coursework: Project Lead the Way programs serve 67% of students in college-preparatory coursework. Dual enrollment provides 23% of juniors/seniors college credit opportunities. Equity Results: No significant enrollment differences across subgroups—all demographics show participation within 3% of school-wide averages.|WISH Academy has systematically addressed traditional barriers, resulting in minimal current obstacles to comprehensive program participation. Eliminated Barriers: Co-teaching model and MTSS framework removed typical barriers including prerequisite requirements limiting access, tracking systems segregating students, and resource limitations restricting course offerings to certain populations. Current Considerations: While not true barriers, we monitor emerging areas: Technology Equity: 1:1 Chromebooks provided; some advanced CTE courses require specialized software challenging students with limited home connectivity. Addressed through extended lab hours and technology lending. Transportation: Some students face after-school enrichment challenges. Addressed through flexible scheduling and family coordination. Language Access: Comprehensive translation services provided; specialized technical courses require additional vocabulary support for English Learners. Economic Factors: Field trips and extended learning may challenge some families. Comprehensive scholarship programs minimize impact. Resource Management: Maintaining small classes and specialized equipment requires continuous strategic partnership development. These represent enhancement opportunities rather than access barriers.|Based on comprehensive analysis, WISH Academy has implemented enhanced strategies strengthening broad course access. Implemented Actions: Expanded CTE Programming: Added Computer Science and Web Design pathways based on student interest surveys, ensuring career-relevant preparation. Enhanced Dual Enrollment: Community college partnerships provide expanded college credit opportunities, particularly benefiting first-generation college students. Strengthened Support: Data and Instructional Coach provides targeted support ensuring effective inclusive instruction. Technology Infrastructure: Enhanced Wi-Fi and extended lab access ensure full technology-integrated learning participation. Planned 2025-26 Actions: Language Access Enhancement: Developing English Learner curriculum materials and peer tutoring for English Learners in technical coursework vocabulary. Community Partnerships: Establishing additional internship and mentorship opportunities with local employers for real-world application. Flexible Scheduling: Implementing block scheduling for deeper pathway exploration while maintaining broad access. Assessment Innovation: Developing portfolio-based assessments honoring diverse learning styles and cultural backgrounds. Continuous Innovation: Student voice surveys inform ongoing program development, ensuring relevance and engagement.|Met||2025-06-24|2025
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||2025-06-12|2025
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||2025-06-12|2025
19647330135921|WISH Community|7|WISH Community School employs multiple measures to track student access to broad course of study across grade spans TK-5 and 6-8: Enrollment Tracking Systems:  Infinite Campus enrollment data disaggregated by student groups (English Learners, Students with Disabilities, Socioeconomically Disadvantaged, racial/ethnic groups) Master schedule analysis ensuring all students access core subjects plus specialist instruction Individual Education Program (IEP) and 504 Plan compliance monitoring for exceptional needs students  Access Measurement Tools:  Weekly co-teaching observation protocols documenting inclusive instruction delivery Multi-Tiered Systems of Support (MTSS) data tracking intervention access for unduplicated students Project-based learning participation rates across all demographic groups Specialist course enrollment verification (Art, Music, PE, Technology for TK-5; electives for 6-8) Student schedule audits ensuring compliance with Education Code requirements  Equity Monitoring:  Quarterly student group analysis comparing course access patterns Parent survey data on perceived barriers to course participation Teacher feedback on differentiation strategy implementation University partnership (LMU) research observations documenting inclusive practices  These tools provide comprehensive data on course access, ensuring all students regardless of background or learning needs participate fully in|Analysis of our locally selected measures demonstrates comprehensive access to broad course of study for all WISH Community students across both grade spans: Universal Access Achieved: 100% of students TK-8 enrolled in all required core subjects (ELA, Math, Science, Social Studies) 100% of students receive specialist instruction (Art, Music, PE, Technology) 100% of middle school students (6-8) access elective courses including fine arts, theatre arts, survival arts, vocal/instrumental music, traditional PE, sports conditioning, and yoga Student Group Analysis: English Learners: 100% access to core curriculum with integrated language development support Students with Disabilities: 100% access through co-teaching model and individualized accommodations Socioeconomically Disadvantaged: 100% participation with additional support services as needed All racial/ethnic groups: Equal access across all course offerings with culturally responsive instruction No Access Disparities: Data analysis reveals no significant differences in course access across student groups or demographic categories. Our co-teaching model ensures Students with Disabilities access general education curriculum alongside peers. English Learners receive scaffolded instruction within mainstream classes rather than pullout programs that limit course access. Enrichment Opportunities: Beyond required courses, 98% of elementary students and almost 96% of MS students participate in additional enrichment and electives|Comprehensive analysis of our locally selected measures and enrollment data reveals no systemic barriers preventing student access to broad course of study at WISH Community School. Barrier Analysis Results: Structural Barriers: None Identified Master schedule accommodates all students in required and elective courses Co-location facilities (Wright campus TK-5, Westchester Learning Complex 6-8) provide adequate space for all programming Staffing levels support full specialist instruction and elective offerings Equity Barriers: None Identified No tracking or ability grouping that limits course access Co-teaching model ensures thaStudents with Disabilities access general education curriculum English Learners participate in mainstream classes with integrated support rather than segregated programming No prerequisite requirements that exclude students from elective participation Resource Barriers: None Identified 1:1 device program ensures technology access for all students Instructional materials available in multiple formats to support diverse learning needs Transportation provided through LAUSD partnership eliminates geographic barriers Family/Communication Barriers: Minimal Multilingual communication tools and interpreter services address language barriers Financial barriers eliminated through charter school model (no course fees) Continuous Monitoring: While no current barriers exist, we maintain vigilant monitoring through quarterly data review and stakeholder feedback|Although no access barriers currently exist, WISH Community School continuously implements improvements to enhance and expand broad course of study opportunities: Recently Implemented Actions: Expanded Course Offerings: Added computer science and web design pathway courses based on student interest surveys Introduced additional CTE course development to provide post-graduation certifications Enhanced Spanish language instruction across all grade levels Strengthened Inclusive Practices: Expanded co-teaching model to include more general education classrooms Enhanced MTSS implementation ensuring faster intervention response for struggling learners Increased collaboration between general and special education teachers Family Engagement Enhancement: Expanded interpreter services to ensure all families understand course options Implemented multilingual course selection materials and guidance Enhanced family workshops on academic pathway planning Planned Future Actions: Curriculum Innovation: Developing additional project-based learning units that integrate multiple subject areas Expanding university partnership programming to include student research opportunities Investigating STEAM lab development for enhanced integrated instruction Professional Development: Continued training in differentiated instruction strategies Cultural responsiveness professional learning to ensure inclusive curriculum delivery Technology integration training to maximize 1:1 device program|Met||2025-06-24|2025
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||2025-06-12|2025
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, After School Programming, 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||2025-06-25|2025
19647330136994|Rise Kohyang Elementary|7|The school uses Aeries as the Student Information System to place all elementary students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to the core curriculum consisting of English, Mathematics, Science, Social Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Science, Social Sciences (integrated with literacy), Mathematics, Science and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at the school, including specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
19647330137463|California Creative Learning Academy MS|7|California Creative Learning Academy Middle School uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. 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.|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 new barriers arise.|Met||2025-06-23|2025
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. In addition this will be verified by the princ|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||2025-06-17|2025
19647330137513|Learning by Design Charter|7|We follow our LCAP plan and in preparation for Williams Audit, we review all curricular access for all students. We ensure that all students have their own direct access to hands-on curriculum and online access. Our Williams audit helps us verify. Following this audit. We continue this course of action each year and all school year.|There are no differences in access to curriculum. There is equitable access for all students.|There are no barriers. All students have access to all curriculum.|N/A|Met||2025-06-28|2025
19647330137521|Vox Collegiate of Los Angeles|7|We use 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.|At Vox Collegiate all students have access to and are enrolled in the following: English, Mathematics, Social Science, and Science. Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, or SST process.|Since Vox Collegiate is a small school that is continuing to build our academic program as we add students, we have not yet had the necessary staffing to provide access to and enrollment in a broad course of study outside of core subjects.  Our focus has been on developing proficiency in core content areas, so that they will be successful in college preparatory classes in high school.|Our focus has been on developing proficiency in core content areas, so that students will be successful in college preparatory classes in high school. Therefore staffing, school and classroom schedules, and resources are developed and utilized to further the academic success for students during their middle school years, high school, and beyond.|Met||2025-06-18|2025
19647330137562|Matrix for Success Academy|7|As of Fall 1 Data, Matrix for Success Academy served approximately 301 students in grades 9–12, with the following demographic breakdown: 93% Hispanic, 5.1% African American, 17% Students with Disabilities (SWD), 29% English Learners (EL), 7% Foster Youth, 11% experiencing homelessness, and 92.3% classified as Socioeconomically Disadvantaged.|An analysis of the measures outlined above confirms that 100% of students—including those from unduplicated student groups and those with exceptional needs—have full access to a broad and comprehensive course of study. At Matrix for Success Academy, all students are enrolled in the required core subjects, including English Language Arts, Mathematics, Science (including lab sciences), History, and Physical Education.|Currently, 100% of the student population at Matrix for Success Academy High School has equitable access to a broad course of study. The school remains committed to ongoing monitoring to ensure that no barriers emerge that could impact or restrict student access in the future.|Given the current success of Matrix for Success Academy in ensuring that all students have access to a broad course of study, no major changes are planned at this time. However, the school will continue to monitor relevant data and implement revisions as needed to maintain and enhance access.|Met||2025-06-24|2025
19647330137604|Stella Elementary Charter Academy|7|The school uses Aeries as the Student Information System to place all elementary students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to the core curriculum consisting of English, Mathematics, Science, Social Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Science, Social Sciences (integrated with literacy), Mathematics, Science and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at the school, including specialized spaces and equipment, is the small size of our school.|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||2025-06-24|2025
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.|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 Silver 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 2024-2025, we did add a dual enrollment program that allows students to take Pierce College classes while on campus and receive college credit. This program has been successful and we’re looking to expand it in future years.  Students also have input on our master schedule. Every spring, we survey students about the classes they’d like to take as well as new classes they’d like to see offered. Teachers regularly develop new electives that are approved through UC Doorways. For example, Zoology & Marine Science were new science courses offered in 2024-2025 that were developed by a teacher.|Met||2025-06-04|2025
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|7|TEACH uses a range of locally selected tools to monitor student access to and enrollment in a broad course of study across grade spans and subgroups. These include: 	•	Master schedule reviews and course enrollment data (disaggregated by subgroup, including English Learners and students with exceptional needs). 	•	Diagnostic and formative assessments (iReady, SmartyAnts, NWEA MAP, IAB) to identify academic gaps and ensure students are placed appropriately. 	•	Individualized Education Program (IEP) reviews to track course access for students with exceptional needs. 	•	Teacher and counselor input during grade-level team meetings. 	•	Tracking of A-G completion, AP course enrollment, and progress toward graduation.  These tools help ensure access is monitored not just for enrollment, but for quality and alignment with college and career readiness goals.|TEACH provides students with access to a broad course of study across all grade spans. In elementary and middle school, core instruction is supplemented by formative assessments to guide interventions and enrichments. Use of tools like iReady and SmartyAnts supports individualized learning paths. At the elementary level, teacher “looping” provides continuity and targeted remediation, which helps address learning gaps over time.  At the high school level, AP Spanish remains a strong program, and efforts are underway to expand access to advanced math courses, including AP Statistics and AP Calculus, supported by ability-grouped math pathways.  Across sites, access to electives and enrichment is generally equitable, though smaller campuses may face more scheduling limitations. Still, TEACH’s longitudinal K–12 model—serving students continuously across grade spans (85%+ retention)—supports a long-term strategy for scaffolding students into more advanced coursework.|Key barriers include: 	•	Foundational academic gaps in early and middle grades that limit student readiness for high school advanced coursework. 	•	Limited staff capacity at smaller campuses to offer a wide range of electives or specialty courses. 	•	Scheduling conflicts for students receiving ELD or SPED services, which can reduce access to enrichment and advanced options. 	•	Need for more targeted pathways in STEM and AP subjects, requiring long-term academic preparation beginning in lower grades.  These barriers are particularly relevant to students with exceptional needs and English Learners, who may be overrepresented in intervention courses that compete with elective time.|To ensure broader and more equitable access, TEACH is implementing the following actions: 	•	Expanding math placement pathways at the middle and high school levels to prepare more students—especially historically underserved ones—for AP coursework. 	•	Continuing use of diagnostic and formative assessments to identify and close learning gaps earlier in the academic pipeline. 	•	Scaling teacher “looping” in elementary to promote instructional continuity and student growth. 	•	Enhancing professional development on equitable placement and course access, particularly in STEM. 	•	Long-term: Strategic course alignment across K–12 to increase the number of students eligible for rigorous coursework by high school, supported by TEACH’s stable K–12 enrollment model.  These steps position TEACH to gradually but effectively expand access to advanced academic opportunities while maintaining strong support for foundational learning.|Met||2025-06-10|2025
19647330138883|Equitas Academy 6|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
19647330139089|Vista Horizon Global Academy|7|Vista Horizon Global Academy uses several locally selected measures to track student access to a broad course of study. The Master Schedule and CALPADS data monitor 100% student participation in enrichment and elective courses beyond core academics across all grade spans and student subgroups. SARC reporting documents 100% participation in Physical Fitness Test components for Grade 5, while classroom observations verify access to standards-aligned materials across all disciplines. VHGA employs a Standards Implementation Rubric rating implementation levels on a 1-5 scale across content areas, with current ratings of 4 for ELA, ELD, Math, Social Science, Science, Health, PE, and VAPA. Course participation data ensures all unduplicated students, including 93% Socioeconomically Disadvantaged, 47% English Learners, and 12% Students with Disabilities, access enrichment opportunities in Music, Art, and Dance instruction. Additional equity monitoring includes disaggregated enrollment data by student subgroups, IEP compliance tracking for students with disabilities, and EL program participation monitoring. The LEA maintains 100% participation targets across all measures to ensure equitable access to a comprehensive course of study regardless of student demographics or exceptional needs status, supporting their commitment to providing transformative TK-5 learning experiences for all students.|Based on Vista Horizon's locally selected measures, all students demonstrate full access to and enrollment in a broad course of study. The school achieves 100% student participation in enrichment courses and Physical Fitness Test components, maintaining these rates consistently across 2023-24 and 2024-25. Standards implementation shows strong access across content areas, with most subjects at full implementation level 4. Notable improvements include Science and Health advancing from initial implementation (3) to full implementation (4). Physical Education declined slightly from level 5 to 4, while ELA, ELD, Math, Social Science, and VAPA consistently maintain level 4. No access differences exist across student subgroups. All unduplicated students, including 93% Socioeconomically Disadvantaged, 47% English Learners, and 12% Students with Disabilities, receive equitable access to Music, Art, Dance, and core academics. As a single-site school, location-based disparities are eliminated. Progress over time demonstrates sustained universal access with systematic improvements in previously underserved content areas, reflecting the school's commitment to comprehensive educational opportunities for its predominantly unduplicated population while maintaining consistently high participation rates across all programs.|Based on Vista Horizon's locally selected measures, no significant barriers prevent the LEA from providing access to a broad course of study for all students. The school maintains 100% student participation in enrichment and elective courses across all subgroups, including 93% Socioeconomically Disadvantaged, 47% English Learners, and 12% Students with Disabilities. All Grade 5 students complete Physical Fitness Test components without exception. Standards implementation demonstrates full access across content areas, with most subjects achieving level 4 implementation. Recent improvements in Science and Health show strengthened program delivery while maintaining universal access. As a single-site school serving 154 TK-5 students, Vista Horizon eliminates location-based disparities. All students receive equitable access to Music, Art, Dance, and core academics regardless of demographics or special needs. Strategic resource allocation, targeted staffing, and professional development enable the school to maintain universal access. Consistent 100% participation rates across multiple years demonstrate sustainable systems effectively serving the predominantly unduplicated population. Community Schools Partnership Program funding and strategic planning ensure continued broad course access for all students without barriers to enrollment or participation.|In response to sustained 100% participation rates, Vista Horizon will implement several actions to maintain and enhance broad course access. The school will adopt new ELA curriculum (My Perspectives) in 2025-26 with comprehensive teacher training. Enhanced professional development includes Science of Reading training and MTSS implementation to improve instructional quality across subjects. Vista Horizon will continue comprehensive arts education through dedicated Music, Art, and Dance instruction, maintaining 100% participation. Specialized instructional coaches for ELA, Math, and ELD will support enhanced delivery for the 93% unduplicated student population. Technology improvements through 1:1 device programs and IT support will enhance digital learning access. The school will maintain classroom libraries and standards-aligned materials for equitable access. Professional Learning Communities and collaborative planning will strengthen cross-curricular coordination. Regular monitoring using Master Schedule analysis and Standards Implementation Rubrics will ensure continued equity. These actions build upon current successes while enhancing program quality and sustainability, ensuring all students continue accessing comprehensive educational opportunities without barriers to participation across all content areas and student subgroups.|Met||2025-06-23|2025
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||2025-06-19|2025
19647330139121|Equitas Academy 5|7|All students are given the same culturally responsive curriculum that accounts for the needs of our unduplicated student groups including those with exceptional needs.|All have access to a broad course of study.|No barriers currently exist.|None at this time.|Met||2025-06-25|2025
19647330139832|Citizens of the World Charter School West Valley|7|CWC-West Valley serves approximately 389 students in grades TK-5 with the following student demographics: 37% White, 33% Hispanic, 11% African American, 11% 2+ Races, 5% Asian, 3% Filipino, including 13% Students with Disabilities (SWD), 6% English Learners (EL), and 45% Socioeconomically Disadvantaged (SED).   The mission of Citizens of the World - West Valley is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.   Citizens of the World – West Valley provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of the school’s educational program.   Citizens of the World – West Valley uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Citizens of the World – West Valley, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, students have access to and are enrolled in the following: Music, Art, Mindfulness, and Multicultural Studies.  There are no differences to accessibility to courses, across student groups at Citizens of the World – West Valley.|Currently 100% of the students have access to a broad course of study and Citizens of the World – West Valley will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – West Valley in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
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, handwork, and Mandarin instruction alongside rigorous academics. All students in all subgroups have access to the same broad course of study, as evidenced by the Master Schedule.|As a single-school LEA, El Rio is able to use its master schedule in order to ensure that all students have access to and are enrolled in a broad course of study.|There are no barriers; 100% of students have access to a broad course of study at El Rio.|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||2025-06-23|2025
19647330140111|Invictus Leadership Academy|7|ILA's master schedule ensures that all students have access to a broad course of study.|ILA is a single-site institution, and all students have access to the entire complement of learning opportunities and courses of study.|None|None needed|Met||2025-06-26|2025
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||2025-06-12|2025
19647330140749|Citizens of the World Charter School East Valley|7|CWC- East Valley, currently serves 431 students in grades TK-4 with student demographics that include 50% White, 28% Hispanic, 14% Two or More Races, 2% Asian, 2% Filipino, 4% African American, 17% Students with Disabilities (SWD), 5% English Learner (EL), and 38% 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 individual student’s confidence, potential and individual responsibility as citizens of the world in which we live. Citizens of the World – East Valley provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of the school’s educational program. Citizens of the World – East Valley uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Citizens of the World – East Valley, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, students have access to and are enrolled in the following enrichments (specials): Music (TK-4), Art (TK-4), Mindfulness and Spanish (Gr 3-4).  There are no differences to accessibility to courses, across student groups at Citizens of the World – East Valley.|Currently 100% of the students have access to a broad course of study and Citizens of the World – East Valley will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – East Valley in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
19647330164780|Ednovate - Encore Arts and Media College Prep|7|To graduate from Encore 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.|Encore 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.  Encore 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||2025-06-12|2025
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 80% for the SY23-24 and is now projected to be 95.6% for the SY24-25 .  Our graduation rate has remained consistent (at or above 95%) for the last four years with a projected graduation rate of 99.8% for SY24-25. The number of students enrolling in Advanced Placement courses has increased significantly over the last 5 years with nearly 1000 students enrolled in one or more AP courses for the SY2024-25. Finally, dual enrollment in community college courses has also increased in all subgroups. Over 500 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||2025-06-24|2025
19647331931708|Chatsworth Charter High|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Chatsworth Charter High School  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Chatsworth Charter High School  is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647331931864|Grover Cleveland Charter High|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Grover Cleveland Charter High School  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Grover Cleveland Charter High School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647331932623|El Camino Real Charter High|7|To monitor the extent to which all students have access to and are enrolled in a broad course of study, the LEA uses several locally selected measures and tools. These include school-wide class schedule reviews, master schedule enrollment analyses, Individualized Education Plans (IEPs), Individualized Graduation Plans (IGPs), and reclassification rates. These tools support monitoring by grade span, unduplicated student groups, and students with exceptional needs.|El Camino offers a variety of learning communities with distinct curricular focuses, including CTE, STEAM, VAPA, Alternative Education, and Independent Study, ensuring students have access to a broad course of study. These programs expand opportunities for all students across disciplines and are supported by non-academic services such as technology access and college/career readiness resources. To promote equitable access, action steps include expanding AP course enrollment, increasing dual and concurrent enrollment opportunities, developing additional career pathways, and using data to identify and support Latino and African American students. Personalized support includes after-school interventions, online courses, credit recovery, targeted tutoring, and a Summer Bridge Program for incoming 9th graders. Efforts are also focused on closing the achievement gap through collaboration with support programs and offering college and career readiness activities such as guest speakers and field trips. Progress and disparities in access across sites and student groups are monitored through master schedule analysis, enrollment data, IEPs, graduation plans, and reclassification rates.|English Learners have difficulty accessing higher level courses due to language fluency.|In response to local data, the LEA has implemented targeted actions to ensure English Learners (ELs) have full access to a broad course of study while making continuous progress toward English proficiency within five years. ELs at all proficiency levels are enrolled in core academic programs with integrated English Language Development (ELD) that supports academic language growth within content areas. In addition, designated ELD provides specialized instruction tailored to students’ language needs. To support long-term success, reclassified ELs are monitored for a minimum of four years to ensure accurate placement and to identify any need for additional academic support. These actions are designed to ensure equitable access and academic progress for English Learners across all grade levels and learning pathways.|Met||2025-06-30|2025
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||2025-06-23|2025
19647331937226|Reseda Charter High|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Reseda Charter High School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Reseda Charter High School is included in these policies and processes as related to a broad course of study.|Met||2025-07-24|2025
19647331938554|Sylmar Charter High|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Sylmar Charter High School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647331938612|Taft Charter High|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Taft Charter High School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 engage in elective courses fully. 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||2025-06-17|2025
19647331938885|University High School Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content.  We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness.  As an Affiliated Charter School in Los Angeles Unified, University High School Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 High School Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647331995836|Palisades Charter High|7|Palisades Charter High School uses several locally selected tools and measures to track student access to a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs including:  1. Course Enrollment Data 2. Infinite Campus (SIS)|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||2025-06-17|2025
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.|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.|Due to staffing and physical space constraints, we cannot expand our course offerings any further.|LALA will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study.|Met||2025-06-18|2025
19647336015986|Beckford Charter for Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 for Enriched Studies is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016240|Calabash Charter Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Calabash Charter Academy  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Calabash Charter Academy is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016265|Calvert Charter for Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Calvert Charter for Enriched Studies  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Calvert Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016323|Canyon Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Canyon Charter School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Canyon Charter School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016356|Carpenter Community Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Carpenter CC,  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Carpenter CC, is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016562|Colfax Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Colfax Charter ES is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336016729|Dearborn Elementary Charter Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content.  We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment.  Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness.  As an Affiliated Charter School in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336016778|Dixie Canyon Community Charter|7|Dixie Canyon Community Charter School utilizes the My Integrated Student Information System (MiSiS) as the primary tool to track enrollment in a broad course of study across all student groups. MiSiS enables real-time tracking of student schedules, supports monitoring of subgroup participation (including English Learners, students with disabilities, and socioeconomically disadvantaged students), and integrates with program-level tools such as Individualized Education Programs (IEPs) and EL services data. These tools ensure alignment with LAUSD's systemic expectations around access and equity.|All students at Dixie Canyon participate in a broad course of study that includes English Language Arts, Mathematics, Science, History–Social Science, Visual and Performing Arts, Physical Education, and Health. Enrichment opportunities supported through PTA, LAUSD itinerant staff, and aligned vendors include science lab instruction, visual and performing arts, garden education, technology (Computerwise), and structured physical education. Students with disabilities and English Learners access the same courses with required modifications and supports in accordance with their IEPs or EL status. The school reviews course access and program participation data at regular intervals in alignment with district-wide practices.|As a small TK–5 affiliated charter school, Dixie Canyon faces staffing and scheduling limitations that impact how frequently some enrichment programs can be offered during the instructional day. Additionally, service delivery models for students with disabilities and English Learners occasionally overlap with enrichment blocks. Although services are aligned to legal requirements and educational best practice, these overlaps may reduce time in certain content areas for some students. Limitations in available facilities and personnel can also pose challenges to expanding new programs.|To improve and sustain equitable access to a broad course of study, Dixie Canyon has adopted several strategies in alignment with LAUSD guidance. These include realignment of the school day to maximize instructional and enrichment periods, coordination with itinerant staff (e.g., VAPA and intervention support), and the continued use of PTA funds to supplement offerings in technology, science, music, and visual arts. The school also leverages MiSiS reports and Whole Child data to monitor access and guide program planning. Additional coordination with the EL Designee and RSP providers is being implemented to ensure support services are delivered without unnecessary disruption to core and enrichment classes.|Met||2025-06-17|2025
19647336016869|El Oro Way Charter For Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, El Oro Way Charter  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336016935|Encino Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content.  We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment.  Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness.  As an Affiliated Charter School in Los Angeles Unified, Encino Charter Elementary is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Elementary is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
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||2025-06-12|2025
19647336017438|Hamlin Charter Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Hamlin Charter Academy is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Hamlin Charter Academy is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336017529|Haynes Charter For Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Haynes Charter for Enriched Studies  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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.|Not Met|||2025
19647336017693|Justice Street Academy Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Justice St. Academy Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 St. Academy Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336017701|Kenter Canyon Elementary Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Kenter Canyon Elementary  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Elementary is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336017743|Knollwood Preparatory Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Knollwood Preparatory Academy is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Knollwood Preparatory Academy is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336017891|Lockhurst Drive Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Lockhurst Drive CES  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336018063|Marquez Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Marquez Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336018204|Montague Charter Academy|7|||||Not Met|||2025
19647336018287|Nestle Avenue Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Nestle Charter ES  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Charter ES is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336018634|Palisades Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Palisades Charter Elementary School  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
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||2025-06-13|2025
19647336018725|Plainview Academic Charter Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content.  We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment.  Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness.  As an Affiliated Charter School in Los Angeles Unified, Plainview Academic Charter Academy  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Academic Charter Academy is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336018774|Pomelo Community Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Pomelo Community is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Community Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336018923|Riverside Drive Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Riverside Drive Charter School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
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.|2025-26 Local Performance Indicator Self-Reflection for Santa Monica Boulevard Community Charter School Page 23 of 25 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||2025-06-12|2025
19647336019111|Serrania Avenue Charter For Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Avenue Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019186|Sherman Oaks Elementary Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Sherman Oaks Elementary Charter  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336019392|Superior Street Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Superior Street Elementary is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Superior Street Elementary is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019525|Topanga Elementary Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Topanga Elementary Charter School  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Topanga Elementary Charter School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019533|Topeka Charter School For Advanced Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School 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.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Topeka Charter School for Advanced Studies is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019673|Van Gogh Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Va Gogh Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Van Gogh Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019715|Vaughn Next Century Learning Center|7|To monitor access to a broad course of study for all students includingunduplicated pupils and students with exceptional needs our LEA usesseveral locally selected tools. A-G completion rates are reviewed annuallyand disaggregated by student group to assess access to college-preparatorycoursework. We track CTE pathway participation and completion, helpingensure students have equitable access to career-aligned learningopportunities. The School Accountability Report Card (SARC) provides dataon the curriculum used and confirms whether all students have sufficient access to standards-aligned instructional materials. We use AP participationand Passing rates and Smarter Balanced Asessment results as well. Together,these tools allow us to identify gaps, inform planning, and ensure allstudents receive a comprehensive and equitable education.|To monitor access to a broad course of study for all students includingunduplicated pupils and students with exceptional needs our LEA usesseveral locally selected tools. A-G completion rates are reviewed annuallyand disaggregated by student group to assess access to college-preparatorycoursework. We track CTE pathway participation and completion, helpingensure students have equitable access to career-aligned learningopportunities. The School Accountability Report Card (SARC) provides dataon the curriculum used and confirms whether all students have sufficient access to standards-aligned instructional materials. We use AP participationand Passing rates and Smarter Balanced Asessment results as well. Together,these tools allow us to identify gaps, inform planning, and ensure allstudents receive a comprehensive and equitable education.|Vaughn provides access to any coursework for students who are interestedin persuing that coursework. We believe students can choose coursework forthemselves and we will support them to particpate and thrive in thatcoursework. One area that we can improve upon is advertisement of theprograms available to students so that we increase participation andcompletion of pathways and A-G requirements. We provide richopportunities for students but we can increase particpation rates.Addiitionally, we will be working on increasing opportuniies for students toparticipate in dual enrollment.|In response to the results of our locally selected measures, we are takingseveral actions to ensure all students have equitable access to a broadcourse of study. We continue to align the rigor of instruction with the rigorof state standards to better prepare students for college and careerreadiness. To expand access, we are deepening our partnership with ourlocal community college to offer a wider range of dual enrollmentopportunities, including courses in English, math, and career technicaleducation (CTE) pathways such as health sciences and business. Additionally,we are strengthening our CTE program by increasing student awareness byhighlighting available programs and their long-term benefits. We are alsoincorporating student voice surveys to identify interests and gaps in course offerings.|Met||2025-06-25|2025
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Welby Way Charter and Gifted Magnet Elementary School  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Welby Way Charter and Gifted Elementary School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336019939|Westwood Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Westwood Charter Elementary is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336019954|Wilbur Charter For Enriched Academics|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Wilbur Charter for Enriched Academics is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336020036|Woodlake Elementary Community Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Woodlake Elementary Community Charter  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Community Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Woodland Hills Elementary CES  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Woodland Hills Elementary CES is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336057988|Emerson Community Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Emerson Community Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 Community Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336058150|Louis Armstrong Middle|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Louis Armstrong Middle is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Louis Armstrong Middle is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336058267|Paul Revere Charter Middle|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Paul Revere Charter MS is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336061477|George Ellery Hale Charter Academy|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Hale Charter Academy  is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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||2025-06-17|2025
19647336061543|Alfred B. Nobel Charter Middle|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Nobel Charter Middle School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Nobel Charter Middle School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336061584|Gaspar De Portola Charter Middle|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Gaspar De Portola is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Gaspar De Portola is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336071435|Castlebay Lane Charter|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Castlebay Lane Charter is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Castlebay Lane Charter is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336094726|Community Magnet Charter Elementary|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Community Magnet Charter School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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, Community Magnet Charter School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336097927|Open Charter Magnet|7|The District uses the My Integrated Student Information System (MiSIS) as a key tool to track student enrollment, access, and progress in real time. MiSIS generates alerts when students are not properly programmed into the appropriate courses, allowing schools to take immediate corrective action. This ensures all students are consistently placed in a board-approved course of study that reflects the full breadth of required academic content. We regularly analyze disaggregated enrollment data across multiple dimensions, including grade spans, race/ethnicity, socio-economic status, English language proficiency, foster youth, students experiencing homelessness, students with disabilities, gifted students, and English learners. This ongoing analysis enables the District to identify and address any patterns of inequity or underrepresentation in course access and enrollment. Through the continued use of MiSiS, systematic data analysis, and routine reviews of course access, LAUSD ensures that all students are equitably enrolled in a comprehensive and rigorous course of study. This commitment reflects our district’s ongoing efforts to uphold educational equity, expand academic opportunities, and support every student’s path to graduation, college, and career readiness. As an Affiliated Charter School in Los Angeles Unified, Open Magnet Charter School is included in these policies and processes as related to a broad course of study.|LAUSD continues to make steady progress in ensuring that all students have equitable access to and are enrolled in a broad course of study. Through the consistent use of the My Integrated Student Information System (MiSIS), the District actively monitors enrollment and scheduling data to identify and address disparities in real time.|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 School is included in these policies and processes as related to a broad course of study.|Met||2025-06-17|2025
19647336112536|Accelerated|7|Tracking Tools: The Accelerated School (TAS) uses Master Schedule analysis, CALPADS enrollment data, and SARC reporting to monitor broad course of study access. Key Measures: The school tracks 100% student participation in enrichment/elective courses across TK-8, Physical Fitness Test participation rates for grades 5 and 7, and course enrollment patterns by student demographics. Course Offerings by Grade Level: TK-5 students access PS Science and Dance while grades 6-8 participate in Music, Spanish, Sports, Coding, and Art. Equity Monitoring: The school systematically tracks enrollment patterns for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students to ensure equitable access and prevent disproportionate exclusion. Regular data review maintains 100% participation while meeting individual exceptional learning needs through systematic monitoring of course offerings and student placement across all grade spans.|Current Access and Enrollment: TAS maintains 100% student participation in enrichment and elective courses across all grade levels TK-8, with no disparities identified across student groups. All students access a comprehensive broad course of study including core academics plus specialized enrichment opportunities. Student Group Analysis: English Learners (34%), Students with Disabilities (13%), Socioeconomically Disadvantaged students (90%), and Hispanic students (99%) demonstrate equal access to all course offerings. No student group faces barriers to enrollment in the full breadth of educational programming. School Site Consistency: As a single-site LEA serving TK-8, TAS ensures uniform access across all grade spans with differentiated age-appropriate offerings: TK-5 students participate in PS Science and Dance, while grades 6-8 access Music, Spanish, Sports, Coding, and Art. Progress Over Time: Physical Fitness Test participation improved significantly, with Grade 5 increasing from 93% to 100% and Grade 7 advancing from 95% to 98%. The addition of Art classes in 2024-25 expanded middle school elective options, receiving positive student feedback and maintaining 100% participation rates across all demographic groups.|Physical Infrastructure Constraints: TAS faces significant space and scheduling challenges that create operational difficulties in providing comprehensive course offerings. Limited classroom and specialized facility space constrains the ability to expand elective options and accommodate diverse programming simultaneously across TK-8 grade spans. Staffing and Resource Limitations: Recruiting and retaining qualified specialized instructors for enrichment courses presents ongoing challenges, particularly for arts, music, and technology programs. Budget constraints limit the ability to expand course offerings or reduce class sizes for specialized instruction. Scheduling Complexity: Coordinating schedules across TK-8 grade levels while maintaining core academic instruction time creates scheduling conflicts. Balancing intervention needs for struggling learners with enrichment opportunities requires careful planning.  Technology and Equipment Needs: Providing adequate technology devices, equipment, and materials for hands-on courses like coding, art, and science requires significant ongoing investment that competes with other instructional priorities. Intervention Time Conflicts: Students requiring intensive academic interventions may face competing priorities between remedial support and enrichment participation, requiring careful scheduling to ensure access to both essential intervention services and broad course study opportunities without compromising either area.|Facility and Space Optimization: TAS implemented strategic scheduling modifications to maximize existing classroom utilization, allowing for expanded elective offerings while maintaining core instruction time. The school coordinates with the after-school program provider (ARC) to extend facility use for sports programming beyond regular school hours. Enhanced Course Offerings: The addition of Art classes in 2024-25 expanded middle school elective options based on student feedback, demonstrating responsive programming that maintains 100% participation rates across all demographic groups. Integrated Programming Solutions: TAS addresses intervention time conflicts through the Expanded Learning Opportunities Program (ELOP), which provides academic and social enrichment during after-school, intercession, and summer programming. This ensures students requiring intensive interventions maintain access to enrichment opportunities without compromising essential support services. Technology Infrastructure Investment: The IT Team ensures all students receive dedicated technology devices supporting hands-on courses like coding while maintaining equipment for science and arts programming through systematic device management and ongoing technical support. Staffing Partnerships: Collaboration with community partners and specialized providers helps address instructor recruitment challenges while maintaining program quality and consistency across all enrichment offerings for TK-8 students.|Met||2025-06-27|2025
19647336114912|Watts Learning Center|7|||||Not Met|||2025
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||2025-06-05|2025
19647336117048|ICEF View Park Preparatory Elementary|7|ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 411 students in grades TK-5 with the following demographics: 88.32% African American, 8.76% Hispanic, 11% Students with Disabilities (SWD), 0.97% English Learners (EL), 2.6% Foster Youth (FY), 10% 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||2025-06-26|2025
19647336117667|Camino Nuevo Charter Academy|7|The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.|All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.|The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.|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||2025-06-17|2025
19647336119044|Multicultural Learning Center|7|MLC uses a combination of tools and locally selected measures to monitor and ensure that all students—across grade spans, unduplicated, with exceptional needs—have access to and are enrolled in a broad course of study. Our monitoring practices include: - Curriculum & Instruction: Access is first established through strategic planning of curriculum and instruction, aligned across grade levels to ensure equity and coherence. - Data-Driven Instruction & Placement: Academic data, including benchmark assessments and annual testing, inform instructional decisions and placement. Reading data is used to determine intervention needs and placement in tiered supports (MTSS). - Monitoring of SWDs: Welligent is used to track services and supports for SWDs. Coordinated scheduling between general education and special ed staff ensures these students receive appropriate access to the full course of study alongside necessary accommodations and supports. - MS Course Access Tracking: PowerSchool is used to manage and review student schedules in grades 6–8, ensuring that all students are enrolled in a comprehensive course of study. This includes core academic subjects (English, Spanish, Math, Science, and History/Social Studies), PE, and a variety of electives. - Observation & Stakeholder Engagement: Instructional observations, staff collaboration, and family engagement help us evaluate the quality and breadth of course access,  so that changes are made based on needs and feedback.|All students at MLC have access to a broad course of study that includes core academic subjects, visual and performing arts, physical education, and enrichment opportunities, aligned with state standards across grade spans. Access is ensured through intentional curriculum planning, inclusive instructional practices, and regular monitoring of student placement and progress.  Our inclusive model ensures students with disabilities fully access the general education curriculum, supported by specialists who collaborate with general education teachers. Course access and progress are reviewed through the IEP process.  English Learners participate fully in our dual language immersion program, receiving instruction in both English and Spanish. ELD standards are embedded across content areas. EL progress is monitored through benchmark data, classroom observations, and formative assessments.  Learning environments are flexible and responsive to diverse needs, with SEL taught daily. TK–1 students receive Social Thinking instruction; intervention groups begin in grade 2.  There are no significant differences in course access across student groups. We analyze data to address equity gaps and have expanded middle-grade electives and supports to ensure all students thrive.  Academic interventions support access to core content. K–2 students receive differentiated reading groups; middle school students have a dedicated intervention period aligned with classroom learning.|A key barrier to consistent, equitable access to a broad course of study is the difficulty of recruiting and retaining qualified bilingual educators, especially those experienced in dual immersion and familiar with CA state standards. Another ongoing challenge is the limited availability of high-quality, standards-aligned instructional materials in Spanish, impacting our ability to deliver rigorous content in both program languages.  To address staffing, we’ve developed long-term strategies, including university partnerships and participation in intern programs that support bilingual candidates in earning credentials with the goal of permanent placement. This year, we added a Human Resources Manager with expertise in talent acquisition to strengthen recruitment and retention. Staffing gaps have affected implementation of academic initiatives, but we anticipate this role will support long-term staffing stability and improved outcomes.  The lack of Spanish-language curriculum resources remains a persistent challenge. Without state-adopted materials aligned to CA standards in Spanish, dual immersion schools must supplement or develop resources in-house, placing extra burden on staff.  We’ve made progress through partnerships—our work with American Reading Company has improved access to bilingual assessments and tools. The adoption of Illustrative Mathematics (IM) for K–8, in both English and Spanish, marks a key step toward equitable, standards-aligned math instruction.|In response to local data and identified needs, MLC has implemented strategic actions to strengthen access to a broad course of study across grade levels and student groups.  We’ve secured funding for a third year of partnership with our math consultant, who supports data-driven instruction and staff development. She coaches educators in year two of implementing Imagine Learning – IM Math, alongside CGI Math practices. This constructivist, bilingual approach promotes equitable access to rigorous math learning. Positive NWEA and CAASPP trends affirm its impact.  To support literacy in both languages, we continue using American Reading Company (ARC) in grades K–5 for bilingual assessments and instruction. For grades 6–8, Amplify ELA provides a parallel structure to ensure consistent, data-informed literacy instruction.  We’re investing in Universal Design for Learning (UDL) training to enhance our MTSS framework and ensure students of all abilities and learning profiles can access core content meaningfully.  Based on teacher feedback and student need, we’ve adopted new curricular programs: TCI’s Science Alive (K–5), STEMscopes (6–8), and TCI’s History Alive (K–5). These resources support standards-aligned instruction and language development through engaging, culturally relevant content in science and social studies.|Met||2025-06-06|2025
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||2025-06-10|2025
19647336119903|Downtown Value|7|Students at Downtown Value School are enrolled in a broad course of study for grades TK–8, including English Language Arts, Mathematics, Science, Social Science, Physical Education, Visual and Performing Arts, and Language Development. This course of study is aligned with California state standards and designed to build a strong academic foundation across content areas. To monitor student access and progress, administrators, teachers, and support staff regularly review class schedules, student work, grades, and assessment data through PowerSchool. Students receive support through classroom teachers and intervention staff to ensure they are on track to meet grade-level expectations and be promoted to the next grade. Locally selected tools used to ensure all students—including English Learners, foster youth, low-income students, and students with disabilities—have access to a broad course of study include class schedules, report cards, English Learner identification, and Individualized Education Plans (IEPs). Data is reviewed regularly and disaggregated by subgroup to ensure equity and access for all student groups.|The locally selected measures demonstrate all Downtown 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.|While all students at Downtown Value School have access to a broad course of study, locally observed measures and staff input indicate that broader systemic and environmental barriers, particularly impacting immigrant families, may affect full participation. Fear of immigration enforcement (ICE) has led to decreased attendance, lower parent participation in school events, and increased anxiety among students and staff. These factors can influence student engagement, social-emotional well-being, and a sense of safety, ultimately affecting students’ ability to fully access all aspects of the educational experience, including enrichment and extracurricular opportunities. The school continues to respond with trauma-informed practices, mental health supports, and ongoing outreach to build trust with families and maintain equitable access for all students.|To support staff and students in accessing the curriculum included in a broad course of study, the Downtown Value School has provided professional development and support to classroom teachers through meetings and observations. In 2025-26, the school  will continue to 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||2025-06-06|2025
19647336120471|Puente Charter|7|Our school uses multiple tools and measures to track student access to and enrollment in a broad course of study across all student groups: 1.	Master Schedule: Documents the full array of curricular and enrichment offerings by grade level, ensuring all students have scheduled access to core subjects, arts education, and physical education. 2.	Student Course Schedules: Individual semester schedules verify that each student, including unduplicated pupils and students with disabilities, is enrolled in all required and enrichment courses. 3.	Report Cards: Track student participation and progress in both core academic subjects and broader course offerings including music, dance, theater, and visual arts. 4.	Student-Led Conferences: Provide opportunities for students to reflect on their engagement across the full spectrum of their educational program, with documentation of participation in all course areas. 5.	Parent/Conference Reports: Document discussions about student participation in the broad course of study during family meetings. These tools collectively allow the school to monitor that 100% of students have access to and participate in the school's comprehensive educational program, which includes core academics, physical education, & arts education (music for all grade levels, theater for TK-2, visual arts for grades 3-5, and dance for all students). Puente ensures accommodations and modifications are provided as needed for students with disabilities and English Learners.|Puente Charter School provides 100% of students access to a broad course of study beyond core academics. All students receive weekly music instruction (TK-5), theater arts (TK-2), visual arts (3-5), dance (all grades), and regular physical education, with 100% of fifth graders completing the Physical Fitness Test. All student groups—including English Learners (22%), Students with Disabilities (11%), and Socioeconomically Disadvantaged students (84%)—have equal access to these programs. Accommodations and differentiated instruction ensure meaningful participation for students with disabilities and English Learners. The school has expanded programming over time, extending dance instruction to all grades and adding theater arts for TK-2 students. Consistent 100% participation across all demographic groups demonstrates successful inclusive programming with no identified access gaps. -|At Puente Charter School, our analysis of locally selected measures confirms that 100% of students currently have access to a broad course of study, with no identified barriers preventing participation for any student groups. All students, including our English Learners (22%), Students with Disabilities (11%), and Socioeconomically Disadvantaged students (84%), fully participate in both core academic and enrichment programming. While no current barriers exist, the school remains vigilant in monitoring potential challenges that could emerge: 1.	Facility constraints: The school recognizes that physical space limitations could potentially impact the expansion of certain programs, particularly as enrichment offerings continue to grow. The school continually evaluates space utilization to ensure all programs have adequate facilities. 2.	Scheduling complexities: As more specialized programs are introduced, balancing instructional minutes across all required and enrichment subjects requires ongoing attention to prevent scheduling conflicts. 3.	Resource allocation: Continuing to fund specialized instructors for arts education requires careful budgetary planning to sustain these programs long-term. Puente will continue systematic monitoring through its established data collection tools to ensure all students maintain equitable access to the full educational program, regardless of demographic factors or learning needs, and will proactively address any barriers should they emerge.|Puente Charter School has implemented the following actions to address identified barriers: 1.	Arts Program Expansion: Expanded dance instruction to all grades and added theater arts for TK-2 students. 2.	Tiered Intervention System: Fully implemented MTSS framework with all staff certified to better identify and support students with academic, behavioral, and attendance challenges. 3.	Individualized Attendance Plans: Developed case-by-case intervention strategies including early identification of at-risk families and a Student Attendance Review Team. 4.	Technology Access: Maintains sufficient device inventory and comprehensive IT support to ensure all students have technology access. 5.	Enhanced Support Personnel: Added paraprofessionals for small-group instruction and a behavior interventionist to address learning barriers. 6.	Extended Learning Opportunities: Expanded after-school programming to six cohorts serving 120 students, with additional Tier 3 tutoring. 7.	English Learner Support: Provides a 4-week summer program for newcomers, one-on-one paraprofessional support, and Rosetta Stone language program. 8.	Professional Development: Enhanced teacher training on differentiated instruction and evidence-based strategies for diverse learners.|Met||2025-06-11|2025
19647336120489|Para Los Niños Charter|7|To monitor access to a broad course of study, PLN uses its student information system to support a standards-based grading approach. Each grade level is aligned to relevant state standards across core subjects, including English Language Arts, English Language Development, Mathematics, Math Practices, Social Science, Science, and Physical Education. Students also have access to courses in Visual and Performing Arts and Health, though these are not part of the standards-based grading system. All students, including those with exceptional needs, receive appropriate services and supports to ensure access to high-quality instruction and opportunities for success. PLN regularly reviews student progress across this broad course of study, and board members review progress monitoring data three times a year.|All students enrolled in PLN have access to, and are enrolled in, a broad course of study. Each grade level designs a schedule, reviewed by the authorizing Charter School Division, that ensures access to the broad course of study. Students with exceptional needs are served through a full inclusion model, receiving differentiated instruction and specialized support from Special Education service providers to ensure equitable access to the curriculum.|PLN did not identify any barriers preventing access to a broad course of student for all students.|Staff, students, and families have expressed a clear need for a more coherent and aligned curriculum, along with more consistent feedback on student progress toward mastery of standards. PLN is addressing this through a transition to standards-based grading and the development of a guaranteed and viable curriculum. Additionally, educational partners have identified the selection of high-quality, culturally relevant materials, particularly to support newcomers and Multilingual Learners. As part of this goal, PLN CES is committed to providing targeted supports for all students who need acceleration, especially exceptional scholars (students receiving special education services), Multilingual Learners, and foster, homeless, and low-income youth. Feedback from educational partners consistently emphasized the need for differentiated supports that meet students at their point of need. Through Community School Teams, PLN CES also heard the importance of equipping educators with the tools and professional support necessary to advance students’ reading growth and development. Another trend that surfaced was ample opportunities within and beyond the instructional day for Opportunities for families to practice literacy and numeracy skills with the support of educators, Enrichment opportunities for students who need it the most, Social-emotional supports and Tailored and differentiated instruction based on the needs of our learners PLN CES will continue to provide research-based support.|Met||2025-06-12|2025
19647336121081|ICEF View Park Preparatory Middle|7|ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 256 students in grades 6-8 with the following demographics: 90.63% African American, 8.59% Hispanic, 16% Students with Disabilities (SWD), 0.78% English Learners (EL), 0.78% Foster Youth (FY), 9.7% Homeless Youth (HY), and 92% 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||2025-06-26|2025
19647580000000|Los Nietos|7|To evaluate the extent to which all students have access to and are enrolled in a broad course of study, the Los Nietos School District utilizes multiple locally selected measures aligned to our Expanded Learning Opportunities Program (ELO-P) goals. These include:  CAASPP English Language Arts and Mathematics: We track academic growth across grade spans and student groups to ensure that enrichment and intervention programs are supporting student achievement.  Suspension Rates: We monitor behavior trends to assess whether engagement in expanded learning reduces disciplinary incidents, especially among unduplicated student groups and students with exceptional needs.  Chronic Absenteeism Rates: We analyze attendance patterns to determine if participation in ELO-P offerings positively impacts student connectedness and reduces absenteeism.  These metrics are disaggregated by grade level, English Learners, Foster Youth, students from low-income households, and students with disabilities to ensure equitable access and outcomes. Our program data is reviewed regularly to inform program adjustments, identify barriers to participation, and ensure that students most in need of academic and social-emotional support are engaged in a well-rounded educational experience.|The Los Nietos School District provides all students with equitable access to a broad course of study through an extensive range of expanded learning opportunities across all school sites. Each elementary school offers enrichment and intervention opportunities that include music production, choir, drumming, guitar, art, folklorico, dance, cheer, chess club, Esports, student council, and multiple sports (flag football, basketball, soccer, volleyball). Academic support such as reading intervention, math homework clubs, and English Learner homework support clubs are provided at all sites. Programs like Garden Club, Kindness Club, and Good News Club foster student leadership and character development. Site-specific opportunities reflect each school's unique interests.  Middle school students benefit from a similarly robust menu of offerings, including Cyber Patriots, MESA, BUG Club, Spanish, ASB, and SRLA, alongside expanded sports and performing arts. All sites offer overnight learning experiences, including Camp Arbolado, the CIMI science trip, and the Washington, D.C. civics trip. In addition, all students were invited to attend local theater productions.   Data show consistent access across sites and student groups, with additional targeted supports for English Learners and students needing academic intervention. Participation continues to grow, reinforcing a commitment to whole-child development and equitable access to diverse learning experiences beyond the core curriculum.|Based on the results of our locally selected measures, the primary barriers preventing the Los Nietos School District from ensuring full access to a broad course of study for all students include limitations in staffing, attendance, available instructional time, and funding. While the District is committed to expanding enrichment and academic offerings across all sites and student groups, these constraints impact our ability to scale programs equitably, particularly during and beyond the regular school day. Recruiting and retaining qualified staff for specialized programs, including arts, STEM, and intervention services, remains a challenge. Despite these barriers, the District continues to prioritize access for unduplicated students and students with exceptional needs by maximizing grant funds, community partnerships, and creative scheduling to broaden opportunities within available resources.|In response to identified gaps in access to a broad course of study, particularly in the arts and enrichment, the Los Nietos School District has taken several strategic steps to expand offerings for all students. With the support of Prop 28 funding, the District has fully implemented visual arts and choral music instruction at all four elementary sites. In addition, through Community Schools grant funding, instrumental music instruction has been introduced, creating a comprehensive arts education program across TK–6. The District is also finalizing a Strategic Plan for Arts Education in partnership with the Los Angeles County Office of Education to guide long-term implementation and sustainability.  To further support access and equity, ELO-P programming has expanded across sites to include a diverse range of after-school and intersession activities, including folklórico, Esports, karate, STEM, cheer, and student leadership opportunities. These efforts are informed by locally selected data and aim to ensure that all students—especially English learners, students with disabilities, and those who are low income—can participate in meaningful, engaging, and enriching learning experiences beyond the core curriculum.|Met||2025-06-26|2025
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||2025-06-26|2025
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||2025-06-25|2025
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. Counselor 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 the 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 credit recovery courses (both during and after the school day) 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||2025-06-25|2025
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.  This is further compounded with the requirement of ELD for our English Learners.  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.|Some of the barriers that prevent us from providing access to a broad course of study is that very few staff possess the credentials required for offering additional CTE/STEAM-related courses coupled with declining enrollment. 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||2025-06-17|2025
19648320000000|Newhall|7|To ensure all students in the TK-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 schedules 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 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||2025-06-24|2025
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, DnA - SEL Dashboard, CCGI,  and 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 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.|Met||2025-06-23|2025
19648570000000|Palmdale Elementary|7|- PSD uses the following reports available on DataQuest, published by CDE:  1) Number of classes by subject, and 2) Enrollment in Courses Taught. - PSD reviews the curriculum/ textbooks provided to students in the general population which includes grades TK-8, unduplicated student groups and Individuals with exceptional needs (per the annual Williams legislation audits). - PSD uses their Student Information System (Infinite Campus) to review class schedules and runs reports based on grade spans, unduplicated student groups, other student groups who require additional support, and students with exceptional needs.  - For middle schools, reviews of the master schedules are also conducted using the guidance principles from the Magnet Schools of America (MSA) certification guidelines, ensuring students are gaining access to additional courses and are being enrolled in a broad course of study that also align to the particular career exploration theme of each individual magnet academy or school of choice programming (Dual Immersion or International Baccalaureate). - All schools have incorporated AVID across the grade level spans in the district. In the next school year this metric will be reported in the LCAP, as such it will be a question that will appear in the Local Indicator Survey.|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 have the option of choosing a variety of electives which follow their pathways. Sites may differ in these offerings based on their pathway focus. Pathways at the Magnet Academy middle schools 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 (magnet academies) or specialty curriculum (Dual Immersion or International Baccalaureate).|1) Enrollment Caps & Waiting Lists at Magnets, Specialty K-8 Programs.  Issues restricting access include:  the physical footprint of the schools unable to be expanded to accommodate higher enrollment numbers; bus transportation being limited to Magnets, not the specialty K-8 schools of choice; and siblings not always guaranteed same schools due to lottery 2) Persistent & Pervasive Attendance Issues and Chronic Absenteeism: These issues severely limit consistent engagement & timely academic progress, and this disproportionately impacts at-promise youth, specifically unduplicated groups (EL, FY and LI) 3) Instructional Time Constraints: Interventions reduce time for general instruction / electives: ELs: D-ELD, SWD: Resource, Special Day Class, Speech & Language, Occupational Therapy 4) Limited Access to External Supports: Outside of School Hours, these are impacted:  Availability of support personnel to help the student at home with their work, lack of high-speed Internet Access, and focus challenges at home that distract from the conditions necessary for meaningful learning.  As a result, skill acquisition for these students is hindered.|- Goal 1, PSD LCAP 2024-27 is focused on High-Level Academic Preparation targeting EL, FY & LI students.  This supports both instruction of the academic core and supplemental support. We provide teachers. support personnel, materials/supplies/equipment, and crucial professional development through this goal. -Staffing Support Roles to Address FY, LI and EL Student Needs:  We employ Literacy Coaches & Learning Support Teachers (LSTs) to facilitate intervention strategies for students and support teachers as critical partners for instructional practices; the expansion of the District-level Teacher Support Department, which included the hiring of a Director and Coordinator, supporting 300 new teachers; Coaches:  SpEd, Ed Tech, EL, Instructional; an Integrated Technology Plan; the Mental Health Dept: Social Emotional Liaisons for FY, SELS &  Counselors; and PE Teachers at all sites Additional Funding: ELOP enrichment in instruction beyond the school day, and CCSPP.  Curricular Alignment: Course Curriculum Maps:  Updated for Instructional Alignment & Vertical Articulation (MS). Director of Assessment and Ed Tech - will monitor state & local data to inform teacher collaboration LCAP adds daily minutes for weekly staff collaboration & extended instructional time. ES:  Intervention/Lesson Extension time for students. MS:  7-period schedule to embed intervention/support while preserving elective access.|Met||2025-06-17|2025
19648570112714|Antelope Valley Learning Academy|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning.  Drivers' education and foreign language courses had the lowest enrollment. Foster youth had the lowest participation in foreign language and Career Technical Education (CTE) courses, likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development).  Additionally, students with exceptional needs showed some participation in small group instruction for English Language Arts, but they were low in Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-05|2025
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 2024-2025 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||2025-06-10|2025
19648570140889|Palmdale Academy Charter|7|As a new charter school, we have established systems to ensure that all students have access to and are enrolled in a broad course of study that aligns with California content standards across grade spans. Locally selected tools include our Student Information System (SIS), which tracks course enrollment by grade level and student group, including unduplicated pupils (low-income, English learners, and foster youth) and students with exceptional needs. Course access is monitored through master scheduling checks that ensures equitable availability of core and enrichment courses (e.g., ELA, math, science, social studies, visual and performing arts, PE, and electives where applicable). Enrollment data is regularly disaggregated by student group to identify any gaps in access. Additionally, Individualized Education Programs (IEPs) are reviewed to ensure students with disabilities are enrolled in appropriate general education and specialized courses as required. As student data becomes available, we will implement internal audits and stakeholder feedback tools (e.g., surveys and advisory councils) to monitor and adjust course offerings and access.|As a single-site, newly established charter school, all students currently have equitable access to and are enrolled in a broad course of study aligned with state standards. Course offerings include ELA, mathematics, science, history-social science, physical education, and visual/performing arts for all grade levels served. Our Student Information System (SIS) and master schedule reflect 100% enrollment in required core subjects, with supplemental academic supports and enrichment opportunities available to unduplicated students and students with exceptional needs. IEPs are implemented to ensure students with disabilities receive access to the general education curriculum alongside necessary services. Since this is our first year of operation, we have not yet identified differences across student groups or progress trends over time. However, baseline data from enrollment and course access has been collected and disaggregated by student group. This data will serve as the foundation for ongoing monitoring to ensure equity in course access. As we grow, we will continue using these tools to identify and address any disparities that may emerge and to inform future program enhancements.|As a newly established charter school in its fourth year of operation, all students currently have access to a broad course of study. However, several potential and emerging barriers have been identified that could impact our ability to sustain and expand equitable access as we grow. These include limited staffing and credentialed specialists, particularly in areas such as visual and performing arts, world languages, and special education. Budget constraints typical of new start-up schools may limit the immediate expansion of elective offerings or specialized programs. Additionally, scheduling limitations in a small school setting can affect flexibility in offering differentiated or advanced courses, particularly for students with specialized interests or needs. Access to facilities and instructional materials, especially for hands-on programs such as science labs or arts education, presents another challenge as we build out our full program. We also anticipate the need to strengthen systems for ongoing stakeholder input to ensure we are responsive to student and family interests. Addressing these barriers will require strategic hiring, community partnerships, and targeted use of resources as we continue to grow and refine our academic program.|Our charter school is implementing several key actions to ensure sustained and expanded access to a broad course of study for all students. We are actively recruiting credentialed teachers with specialized expertise to expand course offerings in the arts, physical education, and, as we grow, world languages and STEM electives. Our leadership team is refining the master schedule to increase flexibility and support differentiated instruction, including co-teaching models and intervention blocks for targeted support. We are also exploring partnerships with community organizations and local artists to offer enrichment opportunities beyond the core academic program, especially in areas where staffing is limited. Additionally, we are enhancing our use of student and family surveys to inform course development and scheduling priorities that reflect student interest and need. To support students with exceptional needs, we are strengthening IEP implementation and collaborating with our SELPA to ensure access to both general and specialized instruction. As enrollment increases, we plan to reinvest in facilities and instructional materials that support hands-on learning experiences across all content areas. These strategic actions are designed to remove barriers and ensure that every student has equitable access to a rich, well-rounded education.|Met||2025-06-17|2025
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||2025-06-25|2025
19648730000000|Paramount Unified|7|Paramount Unified School District ensures student access to a broad course of study through ongoing analysis of course enrollment data, disaggregated by grade level and student group. The district tracks participation in a wide range of offerings across grades K–12, including core academics, Accelerated Math, Advanced Placement (AP), Dual Enrollment courses with local colleges, Visual and Performing Arts, Career Technical Education (CTE), and AVID.  To evaluate equity and access, the Research and Evaluation Office provides detailed reports on student enrollment patterns, academic performance (including grades and common assessments), discipline data, and social-emotional supports. District and school leaders use this data to identify trends, monitor progress, and address gaps in access for all student groups.  Student grades are further analyzed at the course and classroom levels to assess engagement and achievement by subgroup. This comprehensive, data-driven approach supports equitable enrollment and participation for all students, including unduplicated pupil groups and individuals with exceptional needs, ensuring they benefit from a well-rounded and inclusive educational experience.|PUSD students have access to a broad and rigorous course of study across all grade levels, with ongoing efforts to expand equitable access through inclusive practices and targeted supports. All students in grades K through 5 engage in core subjects, including English Language Arts, mathematics, science, social science, and physical education (PE), along with structured instruction in music, dance, and visual arts.  Students in grades 6 through 8 have access to core academic courses and a variety of electives, including STEM and AVID. At the high school level, students in grades 9 through 12 access a comprehensive program that includes core courses aligned with district graduation requirements in English, math, science, social science, and PE. Elective credits are earned through Career Technical Education (CTE), A-G aligned courses, Advanced Placement (AP), World Language, and Dual Enrollment options.  English Learners in grades K through 12 receive both Designated and Integrated English Language Development (ELD) to support academic success and language acquisition. Designated ELD is delivered during the instructional day, while Integrated ELD is embedded within core content.  While many students are on track to meet graduation requirements, areas for improvement remain. Expanding STEM opportunities at the elementary level, improving math proficiency, and ensuring students have access and meet the College and Career Indicator benchmarks.|Analysis of student achievement and enrollment data reveals persistent barriers limiting access to a broad course of study across the PUSD K-12 system. Key challenges include low proficiency in math, literacy gaps, and limited English Learner progress, which disproportionately affect African American, English Learner, and Special Education student groups. These students are often placed in support or intervention courses at the secondary level, restricting their access to electives, advanced coursework, and CTE pathways. Additionally, elementary students have limited exposure to STEM learning opportunities, reducing early engagement in critical subject areas. These factors collectively contribute to inequitable access and hinder academic progression and college/career readiness for many students.|To ensure access to a broad course of study for all students, PUSD has implemented a TK-12 approach through the development of a comprehensive Multi-Tiered System of Support (MTSS). This system addresses academic, social-emotional, and college/career readiness needs. Student group enrollment and achievement data are regularly analyzed to identify gaps and guide decisions. Elementary schools are now included in MTSS analysis to proactively address barriers such as low ELA or math proficiency and English Learner progress that may impact secondary course access. MTSS is informing professional development, assessment practices, and course design to better support intervention and enrichment opportunities across all grade levels. Additionally, extended learning programs, including Summer School, are being realigned TK-12 to provide targeted support for enrichment, intervention, and credit recovery. These actions are designed to ensure all students have equitable access to the full breadth of academic opportunities and are on track to meet graduation and college/career readiness goals.|Met||2025-06-23|2025
19648810000000|Pasadena Unified|7|To evaluate access to a broad course of study, Pasadena Unified School District analyzed student enrollment data for grades 6–12 using SQL-based queries on our Aeries Student Information System (SIS). The analysis focused on actual student course enrollments across subject areas including English, mathematics, science, history-social science, visual and performing arts, world languages, and physical education. While CTE data was available, it was excluded from this analysis due to inconsistent tagging that limited its accuracy. The evaluation considered enrollment patterns across unduplicated student groups (English learners, foster youth, and socioeconomically disadvantaged students) and students with disabilities to assess equity and inclusion.|Based on our analysis of 2024–25 course enrollment data for grades 6–12, Pasadena Unified School District determined that students have broad access to core academic subjects (English, math, science, history-social science), as well as to electives such as visual and performing arts, world languages, and physical education. Using a rubric scoring method aligned to the Priority 7 Self-Reflection Tool, the district scored a 4.6 out of 5, indicating strong district-wide access to a broad course of study. While access was generally equitable across school sites, some variation was observed in elective offerings at smaller school sites, which may limit student choice in areas such as advanced arts or language programs. Additionally, students with disabilities were found to have slightly reduced enrollment in non-core subject areas, often due to scheduling constraints or support service needs. The district continues to monitor these patterns and expand course access where possible.|Our analysis identified several barriers that impact equitable access to a broad course of study. At smaller middle and high schools, limited staffing and enrollment often constrain the number and variety of elective courses offered, particularly in areas such as visual/performing arts and world languages. This results in fewer course options for students at these sites compared to larger campuses. For students with disabilities, access to a full range of elective and enrichment opportunities can be impacted by scheduling conflicts with required services or support periods. Additionally, English Learners and Long-Term English Learners may face course placement challenges that prioritize language support over enrichment electives, thereby narrowing their academic experience. Finally, while Career Technical Education (CTE) was not included in the formal analysis due to inconsistent tagging practices, its limited accessibility at some sites remains a concern that the district aims to address.|In response to the identified barriers, the district is implementing several targeted strategies to expand equitable access to a broad course of study. For smaller sites, we are exploring shared staffing models and virtual course options that allow students to access courses not offered on-site. To address inequities for English Learners and students with disabilities, we are reviewing scheduling practices to minimize conflicts between support services and enrichment opportunities, ensuring these students are not inadvertently excluded from electives. Additionally, the district is undertaking a comprehensive audit and cleanup of CTE course tagging in our student information system to enable accurate reporting and future inclusion in access analyses. We are also using the results of this reflection to inform master schedule planning, particularly in ensuring diverse offerings across all grade spans and schools. These actions reflect our commitment to ensuring every student, regardless of school site or subgroup, has access to a rich and diverse curriculum.|Met||2025-06-26|2025
19648810113464|Aveson Global Leadership Academy|7|Course Catalog and Scheduling System: Aveson Global Leadership Academy (A.G.L.A.) maintains a comprehensive course catalog outlining the full range of academic offerings, including core subjects, electives, and career-aligned pathways. The catalog includes course descriptions, prerequisites, and grade span alignment. A centralized scheduling system ensures that all students are enrolled in courses appropriate to their grade level, interest, and Individual Learning Plans. In 2024–25, scheduling has been refined to increase elective access and ensure equitable participation in college- and career-preparatory courses.  Individualized Education Programs (IEPs) and 504 Plans: Students with exceptional needs are supported through robust implementation of IEPs and 504 Plans, which detail specific accommodations and services to ensure access to a broad course of study. Special education staff collaborate with general education teachers and counselors to monitor access and ensure students are enrolled in academically rigorous, inclusive classrooms. During 2024–25, new PD efforts around UDL and inclusive instructional design have further strengthened these supports.  Data Tracking Systems: A.G.L.A. utilizes student information systems and disaggregated data dashboards to monitor course access by subgroup. These systems track course enrollment trends to ensure equitable access for students who are socioeconomically disadvantaged, English Learners, neurodivergent, or members of historica|Aveson Global Leadership Academy (AGLA) is deeply committed to ensuring that all students—regardless of background, ability, or circumstance—have access to a broad and rigorous course of study. Our approach includes multiple systems and strategies designed to uphold equity, inclusion, and high expectations for every learner.  Comprehensive Course Catalog and Scheduling System: AGLA maintains an annually updated course catalog that includes descriptions, prerequisites, and grade span indicators for core academic courses, electives, dual enrollment options, and college/career-aligned pathways. Our scheduling system is designed to ensure equitable access, with rotating electives and academic planning that prevent bottlenecks or exclusionary course patterns. In 2024–25, we implemented a revised Monday schedule and integrated elective model to promote balanced access across all six content periods.  Supports for Exceptional Learners: For students with disabilities or other exceptional needs, AGLA implements and monitors Individualized Education Programs (IEPs) and 504 plans. These ensure access to grade-level curriculum through accommodations, modifications, and co-teaching models where appropriate. In 2024–25, ongoing professional development in UDL (Universal Design for Learning), structured conversation protocols, and AI-enhanced instructional design further strengthened inclusive practices.  Expanded Career Pathways: AGLA now offers a structured externship program for 10th, 11|Through analysis of student enrollment trends, staff feedback, and disaggregated access data, Aveson Global Leadership Academy (AGLA) has identified several ongoing barriers to ensuring equitable access to a broad and comprehensive course of study. These barriers include resource constraints, scheduling limitations, and opportunity gaps that disproportionately impact historically underserved student groups.  Resource Limitations and Staffing Capacity As a small charter school serving grades 6–12, AGLA operates within the realities of limited financial and staffing resources. These constraints affect our ability to offer a full breadth of electives, dual enrollment opportunities, and specialized courses—particularly in areas such as STEM, world language, and CTE. While we have made progress through creative scheduling and community partnerships, limitations in staffing continue to restrict the scope and frequency of certain course offerings.  Scheduling Constraints and Program Design Rigid scheduling structures previously restricted student access to electives and intervention supports, especially for students with IEPs or who require English Language Development. In response, we redesigned our bell schedule for 2024–25 to increase access and flexibility. Beginning this year, externships will occur on Wednesdays for 10th–12th grade students, creating greater opportunity for academic enrichment and real-world learning. This change also ensures that students have equitable acces|In response to our data analysis, Aveson Global Leadership Academy (AGLA) has implemented strategic revisions to ensure equitable access to a broad course of study for all students. Key actions include restructuring our weekly schedule to shift externships to Wednesdays for grades 10–12, increasing access to core and elective classes throughout the week. We expanded advisory and academic counseling support to guide all students—particularly those with IEPs, 504 plans, or multilingual learner status—toward rigorous, interest-aligned course pathways.  Professional development was redesigned to focus on unit planning through Gholdy Muhammad’s Historically Responsive Literacy framework and Universal Design for Learning (UDL), equipping teachers to create inclusive, identity-affirming curriculum.  We continue to refine course placement processes to reduce bias and ensure fair access to enrichment and honors opportunities. Communication improvements—including multilingual outreach via ParentSquare and biweekly advisor newsletters—ensure families are informed and engaged in academic planning. These efforts reflect AGLA’s commitment to access, equity, and academic excellence for all students.|Met||2025-06-25|2025
19648810113472|Aveson School of Leaders|7|Curriculum: All curriculum is vetted and standards based.  A two teacher specialty model in first-fifth grades allows teachers to focus on their subject area and become experts to provide higher quality curriculum access to students.  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 that students can access a broad course of study. Regular monitoring and review of these plans help ensure that they are up to date.  Teachers or family members can also refer a student to our SST process, which uses a data driven system to support additional individualized support.  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 an|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 at our school site have access to and are enrolled in a comprehensive course of study. The selected curriculum for each grade and subject area are vetted and standards based.  Differences across school sites: We are an LEA made up of one school site.  Therefore, there are no differences.  Differences among student groups: Our analysis reveals achievement gaps.  We plan on continuing our SST process and working on quickly identifying students in need of higher levels of support in order to lessen this gap.  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, based on the tool's results or locally selected measures, we have identified several barriers that prevent the LEA (Local Education Agency) 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.  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. Addressing these barriers requires a concerted effort to promote equity, cultural sensitivity, and inclusive practices throughout the LEA.  Limited awareness and engagement: Some students and their families may need more awareness of the options available to their student or face barriers to active|Resource reallocation: The LEA 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: The LEA 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: The LEA 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: The LEA has reviewed and revised its policies to promote equitable access to instruction.  Community partnerships and outreach: The LEA 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: The LEA has enhanced communication and engagement efforts with students and families to raise awareness about available opportunities and supp|Met||2025-06-25|2025
19648810113894|Pasadena Rosebud Academy|7|PRACS uses its Student Information System (PowerSchool) to track and ensure all TK-8 students have access to a broad course of study. The system monitors enrollment, attendance, and academic progress by grade spans (TK-2, 3-5, 6-8), unduplicated student groups (English learners, foster youth, socioeconomically disadvantaged), and students with exceptional needs (IEPs, 504 plans). Course enrollment data is analyzed to confirm diverse participation in core and elective subjects, with a focus on equitable access. Teacher assignment reports ensure students are taught by qualified teachers, including those with special education credentials. Student surveys provide feedback on course access and satisfaction across all groups. Equity and access audits periodically review resource distribution and curriculum accessibility.  PRACS is a small TK-8 school with one classroom per grade and small class sizes, promoting individualized attention and better engagement. TK-6 grades are self-contained, while 7th and 8th graders attend block classes with two teachers and have electives in financial literacy and journalism. All students have Chromebooks and core instructional materials. The school enhances learning with 3-4 experiential field trips yearly and offers a variety of after-school extracurricular programs to support student growth beyond academics.|PRACS TK-8 schools evaluated student access and enrollment in a broad course of study, revealing variability across grade levels, student groups, and school sites. TK-2 students access foundational subjects and some enrichment, though specialized offerings vary. Grades 3-5 see more electives but disparities exist in advanced math and science, especially in schools with more unduplicated students. Grades 6-8 offer diverse core and elective courses, including STEM programs, but access differs by resources. English Learners, foster youth, and socioeconomically disadvantaged students face challenges in enrolling in advanced and elective courses, though targeted supports and funding are improving access. Students with IEPs/504 plans receive accommodations but have lower advanced course participation, with progress through tailored support and teacher training. Resource differences and location-based challenges impact course availability. Increased funding, professional development, and technology have enhanced access over time. PRACS operates one self-contained class per grade, focusing on core subjects, with electives in grades 7-8. Overall, PRACS has made progress ensuring broad course access but continues working to close remaining gaps and promote equity.|PRACS, a small TK-8 charter school with one class per grade, provides core elementary education and two middle school electives focused on critical thinking, financial literacy, cultural awareness, and service. Despite efforts, barriers limit access to a broad course of study. Demographic challenges include high mobility among foster and transient students and language barriers for English learners. Socioeconomic factors like economic constraints and low parental involvement also limit course access. Special education needs demand resources and specialized staff, often in short supply. Geographic disparities affect rural schools’ offerings, while urban schools face overcrowding. Curriculum rigidity, driven by standardized testing and scheduling limits, restricts electives. Community factors such as cultural relevance and support impact engagement. Resource inequities—funding, staffing shortages, and infrastructure limits (labs, studios)—further constrain course variety. To overcome these, PRACS aims to secure funding, enhance teacher development, and improve technology infrastructure to provide equitable access to a broad curriculum.|PRACS has successfully ensured broad course access given its size and design; however, the following actions will further enhance equity and opportunity for all students: Equitable Resource Allocation: Targeted Funding: Increase funding, including grants, to expand elective and advanced courses. Staff Recruitment & Retention: Attract and keep qualified teachers in specialized subjects through competitive salaries, benefits, and professional development. Infrastructure Enhancements: Facility Upgrades: Improve science labs and art studios to support diverse course offerings. Technology Improvements: Provide devices and improve internet access for all students. Implementation and Monitoring: Data-Driven Adjustments: Continuously evaluate progress using local data and adjust strategies accordingly. Educational Partner Involvement: Engage parents, teachers, students, and community members in decision-making. Regular Reporting: Maintain transparency with frequent updates on progress and impact. These revisions aim to ensure equitable access to a broad course of study, fostering academic success and well-rounded development for every student.|Met||2025-06-26|2025
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 a 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 at the Homeboy Youth Reentry Center. 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, English language arts and social studies. are now A-G approved. We are continuing to select courses annually for A-G approval.|Met||2025-06-24|2025
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||2025-06-24|2025
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 to provide access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). Students with an IEP and/or EL may not have access to a broad course of study, due to placement in more restrictive environments: All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades TK-6. Elementary students access courses, such as visual and performing arts, and STEM courses both within and outside of the regular school day. Middle school students access courses, such as visual and performing arts, STEM, and/or world language 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 Expanded Learning Program, known as The Learning Connection (TLC) offers a variety of engaging curriculum. Students experience science experiments, agricultural projects, Visual and Performing Arts, and civic engagement. At the High school level we have increased Participation in AP courses and Dual Enrollment courses via our partnership.|Offerings to all students include a lack of time during the regular school day. Students with an IEP and/or EL may not have access to a broad course of study, due to placement in more restrictive environments. 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. PUSD will provide staff with professional learning opportunities around inclusive practices such as UDL, accommodations, modifications, culturally responsive practices and student course placement.|Met||2025-06-25|2025
19649070115170|School of Extended Educational Options|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 to provide access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). Students with an IEP and/or EL may not have access to a broad course of study, due to placement in more restrictive environments: All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades TK-6. Elementary students access courses, such as visual and performing arts, and STEM courses both within and outside of the regular school day. Middle school students access courses, such as visual and performing arts, STEM, and/or world language 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 Expanded Learning Program, known as The Learning Connection (TLC) offers a variety of engaging curriculum. Students experience science experiments, agricultural projects, Visual and Performing Arts, and civic engagement. At the High school level we have increased Participation in AP courses and Dual Enrollment courses via our partnerships.|Offerings to all students include a lack of time during the regular school day. Students with an IEP and/or EL may not have access to a broad course of study, due to placement in more restrictive environments. 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. PUSD will provide staff with professional learning opportunities around inclusive practices such as UDL, accommodations, modifications, culturally responsive practices and student course placement.|Met||2025-06-25|2025
19649071996693|School of Arts and Enterprise|7|The LEA uses a combination of course enrollment data, master schedules, A-G completion reports, special program participation (e.g., Dual Enrollment, Career Technical Education, Visual and Performing Arts), and student information system reports disaggregated by grade span, unduplicated student groups, and students with exceptional needs. In addition, site-level reviews and feedback from educational partners help assess equitable access to courses and programs.|All students have access to a broad course of study that includes core academics, visual and performing arts, physical education, world languages, and college and career pathways. Local data shows strong enrollment in core and elective courses across all grade spans, with increasing participation in CTE and A-G aligned courses. However, minor gaps remain in access to specialized programs (e.g., AP, Dual Enrollment) for English learners and students with disabilities at some sites, which the LEA continues to monitor and address.|Barriers include staffing limitations in specialized content areas, scheduling conflicts for students requiring intervention or support services, and inconsistent program availability across sites. Additionally, some student groups—such as English learners and students with IEPs—face challenges in accessing enrichment or advanced coursework due to competing academic support needs or limited course availability during the school day.|To address these barriers, the LEA is expanding co-teaching models, offering summer and after-school courses, and aligning scheduling practices to increase access to electives and advanced coursework. Investments in professional development and recruitment aim to address staffing gaps. The LEA is also enhancing guidance services to help students—especially underserved groups—understand and access the full range of available courses and programs.|Met||2025-06-24|2025
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 -La Verne 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||2025-06-25|2025
19649310000000|Rosemead Elementary|7|Rosemead School District uses Student Information System data and Principal Surveys to monitor Priority 7—ensuring all TK-8 students have access to and are enrolled in a broad course of study. All students receive instruction in ELA, Math, Social Science, Science, and Physical Education. About 38% of students are identified as English Learners, and 100% of them receive instruction aligned to the new ELD standards. At the middle school level, Music and Art electives are offered, with approximately 25% of students enrolled. Elementary students receive instruction in the Visual and Performing Arts, and many teachers integrate arts strategies from prior professional development. A district strength is participation in the LA County Arts Ed Collective’s Arts Advancement Grant for eight consecutive years, allowing K-6 classrooms to host resident artists for arts integration. In 2022, the district received a five-year grant—Engaging CA English Learners Through the Arts (ECELA)—to enhance English Learner instruction, social-emotional learning, and family engagement through the arts. STEAM is also integrated across content areas.|One of the key barriers Rosemead School District has identified in providing access to a broad course of study is limited instructional time. With a high percentage of unduplicated students requiring additional academic support, it has been challenging to integrate enrichment opportunities—such as electives at the middle school level and specialized classes at the elementary level—within the regular school day. Funding constraints present another significant challenge. Like many districts across California, Rosemead has faced fiscal pressures and has been operating with a structural deficit. In 2025, the Los Angeles County Office of Education (LACOE) required the district to develop a Fiscal Stability Plan to ensure long-term financial health. Despite these challenges, Rosemead continues to prioritize investments in class size reduction and professional learning days, recognizing both as key strategies to improve student outcomes and ensure equitable access to high-quality instruction.|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 2025-26, we have one preschool, and two classes for Kindergarten through 5th 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.|To expand access to a broad course of study, Rosemead School District has recently expanded elementary music classes after school and is currently in the planning stages of launching a middle school marching band. These efforts reflect our commitment to growing our Visual and Performing Arts (VAPA) programs despite ongoing challenges with instructional time and funding.  To support this work, the district has actively pursued external funding and was recently awarded a $50,000 Arts Advancement Grant from the Arts Ed Collective (formerly Arts for All Foundation). This grant will help us expand VAPA programming across all school sites and strengthen arts integration within the curriculum.  While these steps mark meaningful progress, our next priority is to identify additional funding sources that will allow us to offer VAPA classes both during the school day and in expanded learning opportunities after school, ensuring equitable access for all students.|Met||2025-06-26|2025
19649640000000|San Marino Unified|7|For the 2024-25  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, Academic Pathways, and Career Technical Education as defined by California EC 51220(a)-(i). The locally selected tools used by SMUSD indicate that 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 2024-25 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 the 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 academic/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 2024-25 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’ IEPs, 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 2024-25 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||2025-06-24|2025
19649800000000|Santa Monica-Malibu Unified|7|AP Coursework, College and Career Indicator, Dual Enrollment and CTE Pathway course information, A-G completion rate, course catalog, coordinator input|2025:  Launching Academies at Samohi First CTE completers at Malibu High School Established Career Exploration Wheel courses at Lincoln Middle School Redesign at Olympic HS to embed Dual Enrollment opportunities during school day  CollegeBoard: AP  Number of Students Participating Continues to Increase (1066, 1205, 1214) as does the Number of Exams (2146, 2442, 2576) and Average Score (3.2, 3.3, 3.4)  Dashboard College and Career:   Prepared has increased each of last 3 years from 54.3, 58.9, 62.8.  Of those prepared, 10.8% through CTE pathway completion, 71.3% through AP, 79.2% through A-G completion|Enrollment numbers in various programs impact some programs.  The largest barrier is continuing to examine professional development model to ensure alignment with state standards and district priorities while minimizing disruption to instructional time.|Continued  collaboration and professional learning within departments including implementation of site learning walks and professional  learning community development.  Recent changes include 9th-grade Physics to enhance equity, detracking in mathematics and English. All students have access to ELD, piloting new designated ELD curriculum K-6.   Math curriculum adoption in the works so all courses are framework and standard aligned.|Met||2025-06-24|2025
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 utilizing core curriculum. 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 2024-2025 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||2025-06-24|2025
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 broader course of study for all students includes a lack of funding to support more elective course offerings during the school day, which are in addition to all required courses, especially at the high school level for UC/CSU a-g completion. 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. We are also investigating other metrics to determine the impact of pathway completion and participation.|Met||2025-06-24|2025
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 2024-25 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 offers Spanish Dual-Language at two elementary schools. The AVID courses at one elementary site and 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 pedological 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, 3rd, 4th and 5th grades at two schools and will expand to sixth grade in 2025-26.|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 2025-26 school 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||2025-06-24|2025
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. In addition, the District TOSA also goes to school sites to support English Language Learners to ensure that they are having access and supports in place to master grade level standards.   The CAASPP results from 2024 showed an increase for all students, SED, and students with special needs in English Language Arts and mathematics. Students in the homeless youth group showed 7.0-point increase in mathematics, however, demonstrated a 14.0-point decrease in Language Arts. The Superintendent and Assistant Superintendent of Educational Services will continue to provide professional development for site administrators and teachers that focus on developing strong professional learning communities that align with creating equitable school systems.|"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 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 and a TOSA 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||2025-06-25|2025
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 and Renaissance are formative and benchmark assessments that 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 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, culinary business, 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. World Language will be offered a Oak Intermediate in the 25-26 school year.|TCUSD has identified barriers 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 25-26, 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||2025-06-25|2025
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 fourth year in a row, all College/Career indicators (CCI, AP, CTE Pathway, A-G, College Credit, Seal of Biliteracy) improved, with the largest gain of 5.6% in students who completed at least one college credit course.  Additionally, we track these measures for our at-risk populations for AA, Hisp, EL, SED, SwD, FY and HL.  AP Exam rates increased for ALL at-risk populations, however there were mixed results for the different at-risk populations in the other indicators.  For subgroups showing declines in any area, additional focus is planned for these subgroups in the 25-26 school year. For CTE Pathway Completion, Hisp, EL, SED and HL decreased by  1-3%.  For UC A-G, AA, Hisp, EL, and SED decreased, however district and all high school UC A-G completion rates reached all-time highs, so additional focus will be placed on course taking patterns and grade improvement for our at risk populations.  And for College Credit coursework, all groups increased, except for AA, which decreased by 3%.|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, 24-25 and now the 25-26 school years, which resulted in 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 College & Career 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 subgroups not meeting CCI and A-G, and enrollment in a broad access to coursework. The following steps are occurring: Tutorial periods and extended school day supports at all sites to focus on at-risk students and subgroups to move % of meeting and exceeding standards. Continued staff mindset shift on the importance of A-G courses, further embracing and ensuring open access, and encouraging prepared students to take advanced classes. Continue growth and importance placed on Literacy across the curriculum as seen in the positive ELA results showing growth per CAASPP scores, grades, and positive AP assessment results. Increase student and parent College and Career Readiness opportunities and experiences, i.e. College Week focus and activities, Weekly Principal E-Newsletter with of College & Career Readiness news and offerings. Expanding CTE pathways to 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||2025-06-17|2025
19650780000000|Valle Lindo Elementary|7|Valle Lindo School District uses a combination of locally selected tools to monitor student access to a broad course of study across all grade spans, with attention to unduplicated student groups and students with exceptional needs. These include:  Master Schedule Reviews conducted annually to ensure that all students, including English learners, foster youth, low-income students, and students with disabilities, are enrolled in standards-aligned core subjects (ELA, math, science, and social studies) as well as enrichment courses such as visual and performing arts, physical education, and Dual Language Immersion.  Individualized Education Program (IEP) and 504 Plan Reviews to confirm that students with exceptional needs have appropriate access to the full curriculum with necessary supports and accommodations.  Student Information System (SIS) Reports disaggregated by subgroup to monitor enrollment patterns and ensure equitable participation in programs such as AVID, intervention supports, and enrichment opportunities.  Course Access and Participation Surveys completed by students and staff to gather feedback on perceived access to academic and enrichment opportunities.  These tools help the district ensure that all students receive a well-rounded education and inform decisions about scheduling, staffing, and program development.|Valle Lindo School District uses master schedule reviews, student information system data, IEP and 504 plan monitoring, and stakeholder surveys to assess access to a broad course of study across all student groups.  All students receive instruction in core subjects including English language arts, math, science, and social studies. Students also have access to visual and performing arts, physical education, technology, and enrichment programs such as Dual Language Immersion, AVID, and leadership activities.  Data show that most student groups, including English learners, students with disabilities, and socioeconomically disadvantaged students, are enrolled in a broad course of study. Supports and accommodations are in place to ensure full access for students with exceptional needs.  There are no major differences in course access between schools, though participation in some enrichment programs is lower for English learners and students with disabilities. The district is addressing this through targeted outreach and scheduling adjustments. Valle Lindo continues to make steady progress in providing equitable access for all students.|Analysis of local data and feedback has identified a few key barriers that impact full access to a broad course of study for all students in Valle Lindo School District.  One barrier is scheduling limitations, particularly in the upper grades, which can make it challenging to provide both core instruction and enrichment opportunities within the school day for all students. This can affect access to electives, leadership roles, or intervention time, especially for students receiving specialized services.  Another barrier is staffing constraints. Limited availability of specialized teachers and support personnel can impact the ability to expand or sustain programs such as arts, music, or language enrichment, particularly when trying to provide inclusive options for students with disabilities and English learners.  Additionally, some students face access barriers due to language, transportation, or lack of awareness about available programs. This can lead to lower participation among underrepresented groups in enrichment, leadership, or extended learning opportunities.  The district is actively working to address these barriers through improved scheduling practices, expanded after-school options, targeted outreach to families, and efforts to strengthen inclusive program design.|In response to local data and identified barriers, Valle Lindo School District is taking several steps to ensure all students have equitable access to a broad course of study.  The district has revised scheduling practices to increase flexibility, allowing more students to participate in enrichment, intervention, and support services without missing core instruction. This includes offering some programs before or after school to expand access.  To address staffing challenges, the district is exploring additional partnerships and creative staffing solutions to maintain and expand programs in the arts, language, and leadership development. Recruitment and retention efforts also include a focus on specialized and bilingual educators.  The district is strengthening outreach to families, particularly those of English learners and students with disabilities, to raise awareness of available programs and encourage participation. Communication has been expanded in multiple languages and includes more direct, personalized contact.  These actions are part of the district’s ongoing efforts to ensure that every student, regardless of background or need, has access to a well-rounded and inclusive educational experience.|Met||2025-06-18|2025
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. Students in kindergarten through eighth grade have access to Lexia English which is an adaptive program that supports English learners, especially newcomer students, in acquiring English through academic conversations. The program integrates speaking, listening, and grammar. 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||2025-06-12|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-26|2025
19650946023527|San Jose Charter Academy|7|San Jose Charter Academy (SJCA) is committed to providing every student—across all grade spans and student groups—access to a comprehensive, well-rounded education that supports the development of the whole child: mind, body, and heart. This includes rigorous academic pathways of study with a strong emphasis on literacy, problem-solving, critical inquiry based thinking, and contextual social insight. All students engage in equitable standards-based instruction in English language arts, mathematics, science, social studies, and are further enriched through physical education, visual and performing arts, health education and technology while ensuring there are no disparities or lack of access for any child.  SJCA’s TK–8 program is intentionally designed to ensure continuity and depth across content areas. Character education and leadership development are embedded throughout, supporting students’ personal growth, purpose, and civil responsibility. All student groups, including unduplicated pupils and students with disabilities, have equitable access to the full course of study. Collaboration among teachers, counselors, and administrators informs course design and implementation, while ongoing data analysis helps identify gaps in access or participation, to ensure all students experience a robust learning ecosystem.|All students at San Jose Charter Academy have equitable access to a comprehensive course of study that includes English language arts, mathematics, science, social studies, visual and performing arts, and physical education. Core values and leadership development are integrated schoolwide through The Leader in Me curriculum, taught in every homebase classroom. Daily classroom-based enrichment and intervention are provided using a blend of staff support and instructional resources. Universal and diagnostic assessments, including NWEA screeners and skills assessments, inform instruction and guide targeted supports. For example, the NWEA K-2 Math Skills Assessments helps identify and address specific foundational math gaps, and allows teachers and staff to give added practice and support to erase gaps in mastery. A preventative literacy tutoring model supports students in grades K–2 to ensure reading proficiency by grade 3, while FastForWord reinforces literacy growth as outlined in LCAP Goal 3. Technology is embedded into daily learning for all students. Each student has access to a digital device—iPads in TK–5 and laptops in grades 6–8—and intervention software such as Lexia, Achieve3000, ST Math, Symphony Math and Carnegie MATHia. These tools support mastery of grade-level standards and ensure no student or group is denied access to essential learning. Technology is used not only to support academic achievement but also to remove barriers and expand access for all learners.|San Jose Charter Academy (SJCA) actively monitors and addresses disparities in access to a broad course of study, particularly those caused by chronic absenteeism. Excessive absences hinder student engagement with academic instruction, enrichment activities, and essential support for whole-child development. Missed school leads to unfinished learning, limited participation in hands-on experiences, and disrupted progression across subject areas. Chronic absenteeism also affects social connection. Students who are frequently absent may struggle with peer interaction, increased anxiety, and reduced confidence when re-engaging with the learning community. Teachers, counselors, and administrators collaborate to promote regular attendance as a key factor in both academic success and interpersonal growth. SJCA uses a proactive system to track attendance trends and identify students at risk. Staff engage families early through outreach, support services, and attendance incentives. Missed learning is addressed through intervention blocks, tutoring, and personalized support plans. By removing barriers and promoting consistent attendance, SJCA ensures equitable access to a full, standards-based course of study for all students.|San Jose Charter Academy (SJCA) implements several key actions to ensure equitable access to a broad course of study. These include the continued development of a robust Multi-Tiered System of Supports (MTSS), expansion of social-emotional learning (SEL) curriculum and training, increased behavioral support training for staff, and a strong College & Career Readiness framework supported by counselors and guidance staff. To further address barriers, especially those related to attendance, SJCA uses multiple strategies. Attendance is closely monitored, and families are engaged early through consistent communication about the impact of absences on academic success. Staff review attendance trends regularly to identify patterns and provide timely interventions. We also collaborate with families to address root causes of absenteeism—such as health, transportation, or personal challenges. Positive reinforcement systems, including attendance incentives and recognition programs, help motivate students to be consistently present.  By fostering a welcoming school culture that values participation and connection, SJCA strengthens student engagement and ensures all learners can access a full, standards-based curriculum. SJCA aims to connect with students, validate their presence, and give them a sense of community and belonging.  Families are encouraged to partner in our community in multiple ways, which increases engagement and positive school affiliation for both child and parent.|Met||2025-06-17|2025
19651020000000|Westside Union Elementary|7|- PowerSchool SIS Course Enrollment - Site Master Schedules|As of the 2024–2025 school year, 100% of elementary students are enrolled in a broad course of study that includes English Language Arts, mathematics, history/social science, science, and physical education, as documented in the 2024 PowerSchool course enrollment data and master schedules. All students have access to standards-aligned instructional materials, as verified in the 2024–2025 District Resource Management System.  All academic content is aligned with the California Common Core State Standards (CA CCSS) and the California English Language Development (CA ELD) Standards. All district-adopted instructional materials are CA CCSS-based and include resources for both designated and integrated English Learner (EL) instruction, in alignment with California Department of Education (CDE) guidelines.  Similarly, 100% of middle school students are enrolled in a comprehensive course of study that includes English Language Arts, mathematics, history/social science, science, physical education, and a range of elective courses. Electives may include, but are not limited to, visual and performing arts, STEM, and other interest-based offerings, as reflected in 2024 PowerSchool enrollment records and master schedules. Middle school students have the opportunity to self-select into advanced academic pathways based on their interests and academic readiness.|- Ongoing delay in the state-level adoption of updated mathematics curricula, resulting in instructional gaps in the current materials. - Continued onboarding of new staff who are still acclimating to recently adopted curriculum resources. - Persistent need to address learning gaps that emerged during the pandemic. - Inconsistent implementation of programs and instructional strategies across school sites.|Curricular Materials: The District adopted Illustrative Mathematics as an off-cycle adoption, fully aligned with the new California Mathematics Framework and state standards. In 2024–25, the District piloted new English Language Arts (ELA) materials to ensure continued alignment with academic standards. A new ELA curriculum will be adopted in 2025–26.  Staffing: Three Teachers on Special Assignment (TOSAs) support training and onboarding for new staff across curricular platforms. The New Teacher Support program provides targeted support to teachers on PIPs, STSPs, or intern credentials. A dedicated TOSA also supports the English Language Development (ELD) program by helping improve access for English Learners and offering professional development for teachers.  Career Technical Education (CTE): To expand opportunities and better prepare students for high school and careers, the District is growing CTE offerings at the elementary and middle school levels. Current courses include Woodshop, Home Economics, and Project Lead the Way (PLTW). In 2025–26, all three middle schools will launch Paxton/Patterson Career Discovery Labs, enabling hands-on learning with industry-standard materials. The District continues to collaborate with Antelope Valley Union High School District to further enhance CTE programs.|Met||2025-06-17|2025
19651100000000|Whittier City|7|To track the extent to which all students, across grade spans, unduplicated student groups, and individuals with exceptional needs, have access to and are enrolled in a broad course of study, Whittier City School District utilizes the following locally selected tools and systems:  Aeries Student Information System: Used to create and manage student class schedules. Ensures all students are enrolled in a broad course of study, including core academic subjects and electives.  CALPADS (California Longitudinal Pupil Achievement Data System): Updated daily to maintain accurate demographic and program participation data. Supports placement of unduplicated student groups (e.g., English learners, foster youth, homeless students) into appropriate academic and support programs such as ELD and RSP.  State Assessments (CAASPP and ELPAC): Uploaded into Aeries to inform placement in core classes and language proficiency courses. ELPAC results determine English learner placement in ELD courses.  Themed Academies: Provide access to a broad course of study that includes core content areas and enrichment electives. Offer students opportunities to explore interest-based learning in addition to required coursework.  Collaboration Among School Counselors, Teachers, and Administrators: Ensures scheduling decisions are student-centered and aligned with each student’s academic and support needs.|Whittier City School District uses the following tools and practices to ensure all students have access to a broad course of study: Master Schedule Training: Counselors and administrators are trained to ensure equitable student access to core content, electives, and support services.  Aeries and CALPADS Systems: Aeries is used to manage student schedules and course enrollment. CALPADS ensures accurate data to support proper placement for English Learners, foster youth, and students with disabilities.  Access to Core and Elective Courses: All students are enrolled in ELA, math, science, social studies, PE, and a variety of electives.  Specialized Support: ELD placement is guided by ELPAC scores.  Students with disabilities are enrolled in services aligned to their IEPs.  These measures ensure all student groups have equitable access to a comprehensive and engaging course of study.|Whittier City School District uses the following tools and practices to ensure all students have access to a broad course of study:  Master Schedule Training: Counselors and administrators are trained to ensure equitable student access to core content, electives, and support services.  Aeries and CALPADS Systems: Aeries is used to manage student schedules and course enrollment.  CALPADS ensures accurate data to support proper placement for English Learners, foster youth, and students with disabilities.  Access to Core and Elective Courses: All students are enrolled in ELA, math, science, social studies, PE, and a variety of electives.  Specialized Support: ELD placement is guided by ELPAC scores.  Students with disabilities are enrolled in services aligned to their IEPs.  These measures ensure all student groups have equitable access to a comprehensive and engaging course of study.|In response to the results of the reflection tool and local data analysis, Whittier City School District has taken proactive steps to ensure all students have access to a broad course of study. Specifically, the District has collaborated closely with middle school sites to evaluate and redesign school schedules. The goal is to create additional class periods throughout the school day, which will allow schools to offer a wider variety of elective courses that better meet the diverse interests and needs of students.  This scheduling flexibility supports students in exploring subjects beyond the core academic requirements, such as visual and performing arts, world languages, technology, and career technical education. By expanding elective options, the District is committed to fostering student engagement, promoting well-rounded development, and supporting college and career readiness.  Additionally, the District plans to monitor the implementation of these schedule changes through ongoing feedback from students, families, and educators, ensuring the expanded course offerings effectively address student interests and contribute positively to academic outcomes. This initiative reflects WCSD’s broader commitment to equity and access by providing meaningful opportunities for all students to explore their passions and develop essential skills.|Met||2025-06-17|2025
19651280000000|Whittier Union High|7|Virtually all of WUHSD's courses are A-G approved. WUHSD’s district philosophy is to provide additional support so that all students can be successful in a challenging course of study as opposed to lowering expectation. 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|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 2025-26 Local Performance Indicator Self-Reflection for Whittier Union High School District (WUHSD) Page 15 of 18 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. Both the student/section ratio and the percentage of students enrolled in AP classes saw improvement in 2024-2025.|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 makes A-G completion a more significant challenge for those students. For those specific students, however, the need to develop proficiency with the English Language is a higher priority that sometimes requires the sacrifice in breadth of coursework. There are no policies in place that limit the course access of Newcomer English Learners but the circumstances of their class schedules can sometimes represent a barrier.|The WUHSD Board of Trustees has recently updated the district's measurable targets. One significant change that will impact the way WUHSD measures course access is the recognition that some students who are looking for a college experience in high school will opt for a Dual Enrollment class with a local community college instead of an AP class. This may result in a slight decrease in the percentage of students taking AP coursework though it does not actually represent a decrease in student course access. As such, the Board has revised that Measurable Target from the percentage of students taking at least one AP class to the percentage of students who are taking at least one AP or Dual Enrollment class. Additionally, WUHSD is working to revise and refine EL redesignation processes and policies with the goal of redesignating more students. Once EL students are redesignated, their ability to access a broad course of study significantly increases.|Met||2025-06-24|2025
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 2024-25 school year, the data reviewed showed that all 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 work with site Administrators and Coordinators to ensure all students can successfully access grade-level content in the core courses. The District continues to utilize Ellevation strategies to support teachers in creating lessons that align to student’s ELPAC levels.  The district continues to expand its College and Career Readiness (CCR) program, offering 26 different Career and Technical Education (CTE) pathways and CCR programs for all students in the 7th – 12th grade.   Courses in this program are taught both during and after the regular school day expanding access to all high school students.  New this year is Exploring Pathways Achieve class which blends designated ELD with CTE to allow 7th and 8th grade EL students to explore career pathways and expand their language development.|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 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||2025-06-25|2025
19651360114439|Mission View Public|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Foreign language courses and Drier’s Ed. had the lowest enrollment. Foster youth and ELs had the lowest participation in foreign language, Driver’s Ed., and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts, and but low in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-04|2025
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||2025-06-18|2025
19651361996263|Opportunities for Learning - William S. Hart|7|Our program provides all students with personalized academic and career plans, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, English Learners and Students with Disabilities receive timely support, including access to appropriate courses, necessary accommodations, and a Free Appropriate Public Education (FAPE). Diagnostic assessments are administered three times per year to inform course placement and enhance instructional practices. Intervention staff deliver targeted support, while teachers and counselors continuously monitor student progress and adjust academic plans accordingly. Instructional methods include a combination of independent study workbooks, direct instruction, and online learning—ensuring alignment with Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). All courseware, provided through Edmentum, meets state compliance requirements. As of the 2024–25 school year, all English and Math courses align with CCSS, and Science courses, including Biology, adhere to NGSS. Students have access to a broad curriculum, with over 60 core and 100 elective courses—90% of which are UC A–G approved, and 96% incorporating Specially Designed Academic Instruction in English (SDAIE) strategies.|All students have access to a comprehensive course of study, supported by planning guides that help identify required courses to close educational gaps. Our blended learning model combines Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum delivered via the Edmentum Learning Management System, available across the entire charter. All core academic courses are A–G approved and meet NCAA eligibility standards. For students interested in Advanced Placement (AP) courses, enrollment decisions are made collaboratively among the teacher, student, and parent/guardian to ensure appropriate placement. Direct Instruction is offered to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are personalized based on student completion data and performance on RenStar ELA and Math benchmark assessments. For students requiring additional support, Response to Intervention (RTI) resources are available through Exact Path. In addition, the iLit program, a targeted ELD reading intervention, is implemented charter-wide to strengthen literacy and reading comprehension for English Learners.|Barriers to accessing a broad course of study at OFL-WSH vary by school site and are influenced by student demographics. For example, limited access to technology is a challenge at centers with higher populations of students eligible for FRMP, impacting their ability to fully engage with Edmentum’s online curriculum. Transportation is another significant obstacle, making it difficult for students to attend Direct Instruction sessions that require additional on-site attendance or to travel to other learning centers for specialized courses such as CTE or experiential learning opportunities. Social-emotional challenges, including anxiety and depression, further hinder some students from utilizing available academic resources. Additionally, facility space limitations restrict the expansion of Direct Instruction offerings and reduce the potential to increase the frequency and duration of student appointments. Collectively, these barriers limit some students’ ability to fully participate in a broad and comprehensive educational experience.|The LEA will continue to offer CTE courses based on student input including Nursing, Vet Science, and Information Technology, as well as, its digital curriculum option on the Edmentum platform which provides multiple course options which are A-G approved and include foreign languages, electives, visual performing arts, and AP courses (LCAP Goal 1, Action1).  In conjunction with ongoing support from the EL Specialists, the LEA will continue to teach language acquisition skills to English Learners with iLit and to Long Term English Learners with its new Academic Language Development (ALD) curriculum (LCAP Goal 3, Actions 7 and 9).  The LEA has seen improved student outcomes from its intervention cohorts, My Math Path & My Reading Path, and will continue to utilize them with students who are testing in the “Needs Urgent Intervention” range at each RenStar testing administration (LCAP Goal 2, Actions 1 and 2).|Met||2025-06-26|2025
19651510000000|Wilsona Elementary|7|The master schedule for 6-8 students and the student information system tracts student access to the elective coursework.|The master schedule for 6-8 students and the student information system tracts student access to the elective coursework.|The elective courses are currently staffed with the appropriate Single Subjects credentialed teachers. 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 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 one elective available to all students .|Met||2025-06-18|2025
19734370000000|Compton Unified|7|CUSD uses a comprehensive set of tools to track the extent to which students have access to and are enrolled in a broad course of study. At the elementary level, weekly lesson plans, report cards, and school master schedules are reviewed to ensure all students receive instruction in core content areas (ELA, Math, Science, Social Studies), Physical Education, Visual and Performing Arts (VAPA), and English Language Development (ELD) for English learners.  At the middle school level, the district uses Aeries to track enrollment in both core content and elective courses such as World Language, AVID, STEM, VAPA, and Project Lead the Way. Student course-taking is monitored for equity across unduplicated student groups and students with disabilities.  At the high school level, tools such as the Graduation and A-G Trackers, Data Dashboard, and CCGI monitor enrollment in A-G courses, AP, dual enrollment, and Career Technical Education (CTE) pathways. The district also uses transcript audits, senior timelines, and CTE pathway rosters to ensure equitable enrollment and course completion, particularly for underrepresented and at-risk students. These tools allow the district to assess access across sites, grade spans, and student groups.|Across all grade levels, CUSD students have access to a broad course of study aligned to Education Code. In elementary schools, students receive instruction in core subjects, PE, VAPA, and ELD, with some site-level variation in enrichment offerings based on staffing and partnerships.  In middle schools, students access core subjects and electives such as AVID, World Language, and VAPA. However, availability differs by site, with smaller schools or schools with staffing shortages offering fewer elective options.  In high schools, access to rigorous academic and career pathways has expanded in recent years. Early College High School maintains 100% dual enrollment and A–G completion. Dominguez and Centennial have significantly expanded AP access, college courses, and CTE enrollment, though participation gaps remain by student group. Compton High has rapidly increased access to AP and dual enrollment, but performance gaps persist.  Continuation and independent study schools continue to offer limited access to VAPA, World Language, and advanced coursework. Students with disabilities and foster youth are often underrepresented in college-prep and CTE pathways, indicating uneven access across sites and student groups.|Despite expanded and increasingly robust course offerings, several barriers hinder full access to a broad course of study. Structural scheduling conflicts—particularly in smaller high schools and alternative settings—limit students’ ability to enroll in electives, AP, and CTE courses. Continuation and independent study programs offer fewer options due to staffing limitations and reduced instructional time.  Pathway misalignment between middle and high school, especially in STEM and CTE, prevents students from completing multi-year sequences. High D/F rates and inadequate prerequisite support further limit access to advanced coursework.  Students with disabilities, English learners, and foster youth often receive limited specialized advising into college-prep, dual enrollment, and CTE pathways due to competing support needs, transitions, and—in the case of students with disabilities—limited inclusion in general education. These factors contribute to their underrepresentation in rigorous courses.  Chronic absenteeism, inconsistent family engagement, and limited awareness of available opportunities compound access challenges. Additionally, the lack of credentialed teachers in key areas, particularly CTE, creates site-level disparities. These barriers disproportionately affect underrepresented student groups and students in alternative education programs.|CUSD is taking targeted steps to expand access to a broad course of study across all grade levels and student groups. At the elementary level, the district is expanding VAPA and STEM opportunities through itinerant teachers, external partnerships, and summer enrichment programs. Master schedules are being revised to ensure consistent instructional minutes for science, PE, and the arts across all schools.  In middle school, Algebra I in Grade 8 is being expanded to create earlier access to advanced math. Schools are also increasing access to electives like VAPA, STEM, and World Language through creative scheduling and shared staffing models.  At the high school level, new dual enrollment courses and additional CTE pathways and/or sections are being added to ensure students have access to real-world, interest-based courses. Our 7th period classes allow more students to access electives, AP, and intervention without sacrificing required coursework.  The district is also increasing outreach to ensure underrepresented students are equitably placed in advanced coursework and CTE pathways. Counselors and administrators are being trained to analyze student transcripts and course-taking patterns to proactively close access gaps. Alternative schools are working to expand elective offerings and flexible options for students to meet A–G and CTE requirements. These efforts aim to ensure that all students, regardless of site or program, can access a well-round education.|Met||2025-06-24|2025
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. - Reduce student chronic absenteeism schoolwide.|Met||2025-06-26|2025
19734370118760|Barack Obama Charter|7|Barack Obama Charter School utilizes several tools to monitor student access and enrollment in a comprehensive course of study. Powerschool serves as our primary data management system, allowing us to store and analyze student information, schedule students appropriately, and ensure equitable access across grade spans and student groups. Additionally, we use Ellevation to collect and analyze data specific to English Learners, helping us track their progress and participation. For students with special needs, we rely on SEIS to gather detailed information on services provided and ensure they are enrolled in appropriate coursework aligned with their individual education plans.|All students have the opportunity to engage in a comprehensive course of study. They are instructed by qualified, appropriately credentialed staff and have access to all core curriculum resources, whether in physical form or available online.|No Barriers.|No revisions- all students have access.|Met||2025-06-09|2025
19734370132845|Today's Fresh Start-Compton|7|All students at Today’s Fresh Start Charter School (TFSCS) have access to a broad course of study. Middle school students follow class schedules that include all required subject areas. TK–5 students receive instruction across core subjects, with dedicated time for ELD, Physical Education, Art, and Science, as reflected in grade-level schedules and lesson plans. Small group instruction is documented to support differentiated learning. TFSCS also maintains structures such as Student Success Team (SST) meetings, IEPs, and 504 plans to address the needs of students with exceptional needs. Our commitment is to know each student personally and support their academic, social, and emotional growth across all subgroups, ensuring equitable access and success.|At Today’s Fresh Start Charter School, data from our locally selected tools show no differences in access to or enrollment in a broad course of study across school sites. Although our Compton Charter operates on two campuses, both provide equal resources and opportunities for students. This consistency is maintained through clear procedures and expectations for staff, ensuring all students receive a comprehensive curriculum. Currently, there are no identified barriers preventing TFSCS from offering a broad course of study to all students, regardless of site or student group.|As noted previously, there are currently no barriers preventing Today’s Fresh Start Charter School (TFSCS) from providing all students with access to a broad course of study. Our established procedures, resources, and staff commitment ensure equitable access for every student across all sites and student groups.|To ensure all students have access to a broad course of study, the LEA has implemented a Master Schedule that allocates dedicated time for all required subject areas. This schedule guarantees that students receive instruction across core academics, as well as enrichment subjects like ELD, Physical Education, Art, and Science. The Master Schedule is regularly reviewed and adjusted as needed to maintain equitable access for all student groups.|Met||2025-06-11|2025
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||2025-06-12|2025
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 KIPP Compton 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 School 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.|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||2025-06-12|2025
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;  adopted standards aligned curriculum, 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||2025-06-27|2025
19734450000000|Hacienda la Puente Unified|7|The locally selected measures/tools HLPUSD uses include Aeries Master Scheduling, Aeries Graduation/College Readiness Dashboard, Assessment Data Management System, HLPUSD Course Catalog, Course Code Alignment, Curriculum Committee Minutes & Articulation, LCAP Survey – Course Access Items, College Board Reports – AP Test Results, IB Test Results, CTE completer results, and enrollment in dual enrollment courses.|Advanced Coursework Access: -Open enrollment policies should continue to ensure all interested and capable students can participate. -Master schedules should offer AP/IB courses both vertically and horizontally across the school day to maximize student access. -Maintain open access to AP/IB courses for students across all demographics and student groups. -Ongoing efforts are needed to ensure equitable course offerings across all schools.  Support for AP Students: -Promote a growth mindset across all schools and student populations to encourage participation in rigorous coursework. -Continue providing academic and financial support for AP students, including assistance with exam costs.  Equity and Tracking: -Monitor elementary combination classes, as they may unintentionally reflect tracking practices.  Career and Technical Education (CTE): -Expand CTE course offerings and pathways at both the middle and high school levels. -Increase high school student access to CTE programs through HLP Adult Education.  Innovative Programs and Partnerships: -Expand the UC Davis C-STEM Program (focused on math and coding).  Dual Enrollment Opportunities: -Continue to grow dual enrollment offerings during the school day at all four comprehensive high schools. -Highlight and support the Workman Early College Academy Network (WECAN), placing students on a pathway to earn an Associate’s Degree or Intersegmental General Education Transfer Curriculum (IGETC) alongside their high school diploma.|School size and staffing levels directly influence and impact the number and variety of courses that can be offered within a school's master schedule.|Strategic Actions to Expand Student Access  Student Voice/Readiness: -Conduct student surveys to identify academic interests and course preferences. -Provide academic support through tutoring, summer school, and test preparation programs. -Establish a districtwide expectation that all students will complete at least one AP course and/or participate in dual enrollment through HLP Adult Education before graduation.  College/Career Readiness -Develop and expand concurrent enrollment agreements with local community colleges to increase course offerings at high school campuses. -Increase the number of articulation agreements with local community colleges to support seamless transitions to postsecondary education.  Staffing/Scheduling Innovations -Offer 6/5th pay incentives for teachers who take on an additional class to expand course availability. -Share teachers and resources across school sites to broaden access to specialized courses.  Expanding Access to Electives/Enrichment -Increase elective offerings at middle schools to support exploration of interests and pathways. -Expand the UC Davis C-STEM curriculum districtwide to integrate math and coding instruction across grade levels.  Dual Enrollment/Early College Opportunities -Continue to grow dual enrollment opportunities at all four comprehensive high schools. -Support and expand the Workman Early College Academy Network (WECAN), enabling students to earn an Associate’s Degree alongside their high school diploma.|Met||2025-06-24|2025
19734520000000|Rowland Unified|7|For the 2024-2025 school year, 100% of Rowland Unified School District’s students had full access to a broad course of studies as defined by California Education Code 50210 and 51220(a)-(i).|All students in grades K-6 are enrolled in the seven areas identified as a broad course of studies for grades 1-6. The “Music for All” program provides access for all students in grades 1-6, with additional extended learning opportunities after school and during the summer to participate in music. English learners receive scheduled ELD in elementary grades in a way that does not conflict with core content instruction.  All secondary students in Rowland Unified School district have access to a broad course of studies within their school offerings. English learners all have access to the English Language Arts course in addition to the English Language Development course. Through a partnership with Mt. San Antonio College, high school students have access to college credit bearing courses. Both comprehensive high schools are International Baccalaureate schools and also offer a robust Career Technical Education pathway. Extended learning offerings, including credit recovery, are planned for the 2025-2026 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant.|LCAP need: Continued expansion needed for opportunities for students to access academic support and credit recovery.|LCAP action: Implementation of credit recovery platform that was piloted during the 24-25 school year.|Met||2025-06-12|2025
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.|Met||2025-06-23|2025
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 2024/2025 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. For example, the number of English language learners enrolled in AP and IB courses has increased form 37 students in 2023/2024 to 53 in 2024/2025. However, the number of low-income students enrolled in AP and IB courses decreased from 480 in 2023/2024 to 366 in 2024/2025. There is room for further improvement in ensuring students, including low-income and foster youth access a broad curriculum at the middle and high school levels. While Walnut Valley celebrates the fact that the enrollment for English language learners has increased and so has the overall enrollment (from 677 in 2023/2024 to 760 in 2024/2025), the District will continue to implement practices and systems to address these disparities.|Limited resources, including funding, staffing, and facilities, can be a significant barrier to offering a broad course of study. Students from underrepresented backgrounds, low-income families, or marginalized communities may have less access to advanced courses, enrichment programs, or extracurricular activities. Although open access has improved for underrepresented populations, prerequisite course requirements for Advanced Placement can still be a barrier. 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. At the high schools, the lack of a systematic time and support during the school day for intervention is also a barrier.|K-5 students have courses in visual and performing arts (VAPA), language arts classes, and physical education. All three middle schools continue to provide pathways in Project Lead the Way, VAPA, publications, and video production. Both high schools continue to expand their broad range of courses through the Career and Technical Education Program (CTE).  Walnut High School has expanded its dual enrollment (DE) course offerings with local colleges. Both high schools continue to expand access to serve unduplicated students by providing access to various electives and co-curricular programs. Although more English Learner students are enrolled in Advanced Placement (AP) courses, supporting English Learner students remains a growing area of need. All secondary schools continue to provide parent nights focusing on pathways such as CTE, International Baccalaureate (IB), AP courses, and DE opportunities.  Parent nights will be recorded and translated to accommodate parents. A school psychologist, hired for the 2025/2026 school year, will focus on the newcomer English language learner population, with a focus on improved onboarding processes, targeted staff training, Tier II interventions, and mental health supports. Schools will prioritize tiered supports to provide interventions.|Met||2025-06-18|2025
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 2025 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||2025-06-24|2025
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 2024-25 SY, 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. The LEA currently expanded its Career Technical Education (CTE) offerings and increased dual enrollment opportunities through partnerships with San Gabriel Valley CTE and local colleges. These initiatives have significantly enhanced college and career access for all students, including unduplicated student groups by providing equitable access to high-quality, real-world learning experiences and postsecondary pathways.|All students have access to a comprehensive and rigorous course of study that supports academic achievement and college and career readiness. The LEA utilizes structured planning guides to identify coursework and any academic gaps, ensuring that instruction is aligned to each student’s learning needs and goals. The LEA utilizes structured planning guides to identify appropriate coursework and address any academic gaps, ensuring that instruction is aligned to each student’s individual learning needs and goals. Our blended learning model combines multiple instructional modalities, including Direct Instruction, Independent Study, and  online curriculum. All core academic courses are A-G approved and meet NCAA eligibility requirements, providing students with the opportunity to pursue postsecondary pathways in both higher education and athletics. For students interested in Advanced Placement (AP) coursework, enrollment decisions are made among the student, teacher, and parent/guardian to ensure student’s readiness, interests, and long-term goals. Direct Instruction is available to provide additional structure and support in core subjects. Course offerings are based on prior course completion and data gathered from RenStar ELA and Math assessments. The LEA provides targeted Response to Intervention (RTI) support through programs such as Freckle. iLit, designed for English Learners is implemented to enhance literacy development and improve reading comprehension outcomes.|Our school continues to adapt to the diverse learning preferences of students and families by offering flexible options across both online and in-person modalities. We remain committed to providing a current, standards-aligned curriculum, with a strong emphasis on expanding course offerings that promote career readiness and support postsecondary pathways. To ensure a high-quality learning environment, we routinely assess and adjust our school site layout and operational services to enhance student engagement and improve staff efficiency. As we refine our instructional model, one persistent challenge has been the increased need of instructional space for specialized courses, such as CTE, AP courses and additional tutoring. In response, the LEA will focus efforts on improving access logistics, expanding virtual course sections, and maximizing available physical and staffing resources through strategic scheduling with the inclusion of after-hours support to ensure all students can engage in a broad course of study.|During the 2024–25 school year, the LEA has implemented the specific goals and actions designed to address access to a broad course for all students. Course offerings have been thoughtfully expanded to include a wider range of subjects and electives, including Career Technical Education (CTE), dual college credit, and opportunities for post-secondary advancement. These additions are intentionally aligned with students’ varied interests, academic goals, and preferred learning modalities. To reduce barriers and eliminate disparities in access to advanced coursework and specialized programs, the LEA has adopted proactive strategies such as targeted outreach, individualized academic guidance from teachers and Post-Secondary counselors, and the use of schoolwide communication platforms to keep students and families informed. These efforts are part of a broader commitment to fostering an inclusive and supportive academic environment where every student is empowered to pursue 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||2025-06-27|2025
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 this year has transitioned to the California College Guidance Initiative to track student data, as well as CA Dashboard data and Data Quest.|There is a full time art teacher and music teacher at the elementary and middle school. Middle and high school offer video production, culinary arts, construction and VAPA course to all students. For the 2025-2026 school year a VAPA 2 course will be added, based on student enrollment. 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. Our CTE Course offering were also expanded this year to include Computer Science and VAPA 2.|The primary barrier for providing access to a broad coarse of study is related to our size and staffing.|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||2025-06-26|2025
19753090127100|Assurance Learning Academy|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Using data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning.  Drivers' education and foreign language courses had the lowest enrollment. Foster youth had the lowest participation in foreign language and Career Technical Education (CTE) courses, likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed some participation in small group instruction for English Language Arts, but they were low in Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-30|2025
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. 2025-26 Local Performance Indicator Self-Reflection for SIATech Academy South Charter Page 14 of 17 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||2025-06-30|2025
19753090131987|iLEAD Hybrid|7|Across grades TK-12, the LEA employs several tools to monitor and ensure all students have access to a broad course of study. These include Individualized Learning Plans and Assignment Work Records (ILP/AWRs) updated each learning period (approximately every 20 school days); Presentations of Learning (POLs) that each learner delivers throughout the school year; and annual Showcases of Learning held at the end of the year. iLEAD Exploration staff monitor progress of learners via performance tasks in the core subject areas.					|All students have access to and are enrolled in a broad course of study aligned with Education Code sections 51210 and 51220(a)-(i), with all offered courses designed to meet these requirements. Unduplicated pupils and students with exceptional needs are fully included within the general education environment, with no learners excluded from services. The use of Individualized Learning Plans and Assignment Work Records (ILP/AWRs) supports students in setting and tracking their academic goals continuously. Additionally, intervention offerings and advisory periods provide daily access to learners needing additional support. Year-end Presentations of Learning (POLs) showcase cross-curricular projects and materials, allowing learners to demonstrate their knowledge gained throughout the year and share their academic plans for the upcoming year. 		|The LEA faces no barriers that hinder providing all students with access to a broad course of study.					|Ongoing support will be maintained to help all learners successfully complete their courses; no new actions are currently required to guarantee access to a broad course of study for all students. 					|Met||2025-06-17|2025
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 focused its efforts on supporting credit-deficient high school students through continuous 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||2025-06-17|2025
19753090134619|Empower Generations|7|For 9th-12th grade learners, Empower Generations uses several key measures and tools to ensure access to a broad course of study. These include a yearly Advisory Course, Individualized Learning Plans (ILPs) that are revised at least once per semester, regular Presentations of Learning (POLs) by each student throughout the year, and end-of-year Showcases of Learning.					|Empower Generations ensures all learners have access to and are enrolled in a broad course of study, as defined by California Education Code sections 51210 and 51220(a)-(i). Every course we offer intentionally adheres to these guidelines.  We support unduplicated pupils and students with exceptional needs through push-in services directly within their classrooms, meaning no learners are removed for specialized support. Our Individualized Learning Plans (ILPs) empower students to consistently set goals for their academic achievement. Finally, at the end of each year, learners showcase their knowledge through Presentations of Learning (POLs), which feature cross-curricular materials and projects, and include discussions about their academic plans for the upcoming 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||2025-06-18|2025
19753090135145|Compass Charter Schools of Los Angeles|7|Compass Charter Schools ensures that every scholar is enrolled in grade-level coursework aligned with a broad course of study. High school counselors use graduation pathway planning tools to support individualized graduation plans. Our comprehensive course catalog is integrated into the student information system, and scholars in both our Online and Options Learning Programs have access to coursework via Accelerate Education. Supervising teachers develop personalized learning plans using standardized templates to outline clear academic pathways.  English Learners utilize research-based Lexia ELD courses to support language proficiency and broaden access to curriculum. Scholars with exceptional needs access supplemental tools through ClassLink to ensure full participation. When an IEP indicates a modified curriculum is necessary, tailored supports are provided. We conduct regular self-audits to verify enrollment alignment with each scholar’s Master Agreement.  MTSS tutoring and targeted outreach support unduplicated student groups. We track enrollment in Accelerated Course Options and concurrent college courses for high schoolers. Attendance at live learning sessions is monitored for access and engagement. Annual surveys and a rigorous vetting process for community providers help maintain and improve program quality.|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||2025-06-21|2025
19753090136531|iLEAD Online Charter|7|To ensure all learners in grades TK–12 have access to a broad course of study, iLEAD Online uses several key tools including PL opportunities to grow teacher effectiveness and resources like Magic School and IXL to help teachers build comprehensive, standards aligned curriculum. Each learner has an Individualized Learning Plan (ILP), which is updated at least once per semester to reflect academic goals, interests, and progress.  Throughout the year, learners also participate in Presentations of Learning (POLs) to reflect on and share their growth across subject areas. At the end of the year, all learners take part in Showcases of Learning, where they present their work and achievements across a wide range of disciplines.  These tools help ensure that all learners—including unduplicated student groups and those with exceptional needs—are meaningfully engaged in a well-rounded, personalized academic experience.					|All iLEAD Online learners have access to, and are enrolled in, a broad course of study aligned with California Education Code sections 51210 and 51220(a)–(i). Courses are thoughtfully designed to meet these standards, ensuring a well-rounded academic experience for every student.  Unduplicated student groups and learners with exceptional needs receive inclusive support through push-in services within their regular classes—no students are pulled out of core instruction for services. This inclusive approach ensures equitable access to all subject areas.  Tools such as Individualized Learning Plans (ILPs) help learners set and revise academic goals each semester, while Presentations of Learning (POLs) allow them to reflect on cross-curricular projects, share their academic growth, and plan for the year ahead.  This model ensures that all learners, regardless of background or need, remain engaged in a comprehensive and personalized educational program. No significant differences in access or enrollment have been identified across student groups or school sites.		|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||2025-06-17|2025
19753090136648|Options for Youth-Acton|7|Our program ensures all students have equitable access to a broad course of study tailored to their academic and career goals. Upon enrollment, each student receives a personalized learning plan, developed in collaboration with teachers and counselors. English Learners and Students with Disabilities receive prompt placement into appropriate courses, along with necessary accommodations and services, including FAPE. Diagnostic assessments are administered three times per year to inform placement decisions and guide instructional strategies. Our multi-tiered system of support includes intervention specialists who provide targeted academic support, while social-emotional counselors address students’ social-emotional needs. Instruction is delivered through a combination of independent study, direct instruction, and online coursework aligned with CCSS and NGSS. Students can choose from a diverse catalog of over 60 core and 100 elective courses, ensuring access to a wide range of subjects across grade spans and student groups, including unduplicated students and individuals with exceptional needs.|All students have access to a comprehensive course of study. Planning guides help identify necessary courses to ensure students meet high school graduation requirements. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks and online curriculum options available charter-wide. While most core subjects are A-G approved and meet NCAA standards, some specialized or elective courses may not carry these designations. For students interested in Advanced Placement courses, teachers collaborate with students and their families to determine readiness and appropriateness for enrollment. Direct Instruction is offered to provide structured support in core subjects, with music and art also available as Direct Instruction at select school sites. Course offerings are tailored based on student course completion data and analysis of RenStar ELA and Math benchmark data. For students needing additional support, Response to Intervention curriculum is available through Freckle and Exact Path. To support English Learners, we offer iLit and Academic Language Development courses specifically designed for Long-Term English Learners, with a focus on improving reading comprehension, vocabulary, and literacy skills. These tools and services ensure that students across grade spans and student groups, including unduplicated pupils and individuals with exceptional needs, have equitable access to a broad, standards-aligned course of study.|Barriers to providing all students with access to a broad course of study continue to vary across school sites. Student preferences also differ significantly, with some thriving in digital learning environments while others benefit more from face-to-face instruction, making it challenging to offer the optimal instructional format for every learner. Additionally, the size and infrastructure of individual sites present ongoing constraints. Limited classroom space can restrict the number and variety of Direct Instruction classes and intervention programs that can be scheduled. These site-specific challenges affect our ability to deliver the full breadth of courses consistently across the charter. While we continue to explore flexible scheduling, staffing models, and hybrid learning solutions, these factors remain key considerations in ensuring equitable access for all student groups, including English Learners, Students with Disabilities, and unduplicated students.|OFY-Acton remains committed to ensuring all students have access to a broad course of study through flexible scheduling that allows for in-person teacher appointments at least two days per week for a minimum of one hour. This structure supports diverse learning needs by allowing students to complete coursework independently at home using digital platforms or physical Student Activity Workbooks. To address ongoing barriers related to limited physical space, the LEA is actively exploring options such as expanding existing sites or relocating to larger facilities to accommodate more Direct Instruction offerings. In the past year, we have successfully added additional space at three school sites, with a fourth site expansion currently in the planning phase. These changes support our goal of increasing access to core, intervention, and elective courses across all student groups, including unduplicated students and those with exceptional needs. We continue to monitor enrollment trends and space utilization to guide decisions that promote equitable course access and improved learning opportunities for all students.|Met||2025-06-25|2025
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||2025-06-02|2025
19753090137786|Mission Academy|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. The lowest enrollment for unduplicated students was in CTE and there were none in driver’s education and foreign language courses. This is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners and students with exceptional needs are enrolled in English courses with one-on-one support from the teacher or a tutor as the primary means of intervention.|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||2025-06-06|2025
19753090138297|iLead Agua Dulce|7|In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: Individualized Learning plans (ILPs), revised at least once per semester; Presentations of Learning (POLs), presented by each learner 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.					|To ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete courses successfully. iAD will implement the following new programs in 25-26:  -Math Dreambox for grades 6-8 -UFLI for grades TK-2 -BrightThinker for 9-12 -Reading Dreambox (grant)					|Met||2025-06-17|2025
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 across all five elementary schools, encompassing the required course of study. Students participate in MakerSpace sessions and science labs and receive physical education (PE) 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 STEAM, music, drama, visual arts, film, and yearbook.  Mira Costa High School delivers the required course of study alongside a 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.   91.7% of Mira Costa High School students successfully completed all A–G requirements, 84.53% passed an AP exam with a score of 3 or higher, and the graduation rate was 99.4%.  Based on the survey, one of our greatest strengths is student access to a broad course of study, including both required courses and a wide variety of electives and pathways.  83% of parents/guardians and 80% of staff members strongly agreed or agreed that “MBUSD offers access to a wide variety of required courses in math, English Language Arts (ELA), history–social science, and science.”  77% of parents/guardians and 83% of staff members stated that “MBUSD offers access to a wide variety of electives and pathways in VAPA, STEAM, and World Languages."""|District staff reviewed the following LCAP Survey responses from parents and staff related to course access:  One potential barrier to address is providing information about the broad course of study offered at Mira Costa High School before students enter high school. In reviewing the LCAP Survey Course Access responses, which include all parent responses across grade levels, a high percentage of parents responded “don’t know” to survey questions about AP courses, dual enrollment, and Career Technical Education (CTE).  39% of parents responded “don’t know” to the question, “MBUSD offers access to a wide variety of required courses in college preparatory programs, including Advanced Placement (AP).”  66% of parents responded “don’t know” to the question, “MBUSD offers CTE and career pathways to better prepare students for 21st-century careers.”  73% of parents responded “don’t know” to the question, “MBUSD offers a wide variety of required courses with Dual Enrollment.”  After reviewing college and career indicators along with the LCAP Survey results, the District continues to identify communication gaps and limited Dual Enrollment course offerings as potential barriers to student access.|The District plans to strengthen the promotion of college and career readiness courses and pathways for students in grade 8. This effort will be supported through partnerships with the Southern California Regional Occupational Center (SoCalROC) and El Camino Community College. Additionally, MBUSD’s recently formed Career Technical Education (CTE) and Dual Enrollment Advisory Committee will provide valuable insight on the best ways to promote both current and future program offerings for students.|Met||2025-06-20|2025
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||2025-06-17|2025
19756630000000|SBE - New West Charter|7|||||Not Met|||2025
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.|The school has 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. The school continues to increase the amount of dual enrollment courses that are available to high school students.|Met||2025-06-17|2025
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.|Alhambra Unified School District is committed to providing a broad course of study accessible to all students across all grade levels. In kindergarten through eighth grade, all students are enrolled in and actively participate in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Science, Technology, Engineering, and Mathematics (STEM), and PE, ensuring a well-rounded school experience. Furthermore, two elementary sites offer Dual Language Immersion programs, expanding linguistic and cultural opportunities for participating students. At the secondary level, students have access to a wide array of courses encompassing core subjects such as English, Social Sciences, World Languages, PE, Science, and Mathematics, alongside offerings in Visual and Performing Arts, and diverse pathways within Career Technical Education (CTE). While each of our secondary school sites features unique career technical education pathways tailored to local interests and industry needs within the greater Alhambra area, a consistent commitment district-wide ensures that all secondary students, have equitable access to a full spectrum of A-G college preparatory courses, honors and advanced placement classes designed to challenge and prepare them for higher education, and a variety of other programs and electives carefully curated to align with their individual academic and extracurricular interests, fostering personalized learning experiences.|"Analysis of data indicates that while the district generally meets the standard for providing access to a broad course of study, disaggregated performance across key indicators reveals existing barriers to equitable access and outcomes for all student groups. Specifically, the Equity Reports within the English Language Arts and Mathematics indicators highlight achievement gaps for our unduplicated student populations (Hispanic/Latino, socioeconomically disadvantaged, English Learners) and students with disabilities. Furthermore, the ""Yellow"" performance and declining trend in the College/Career Indicator, coupled with ""Red"" and ""Orange"" ratings in its Equity Report, suggest disparities in college and career readiness pathways. Graduation rates, also at a ""Yellow"" level, and a higher ""Orange"" suspension rate for students with disabilities underscore challenges in consistent engagement and completion of a comprehensive curriculum. The absence of sufficient data to evaluate English Learner Progress further necessitates focused attention. Finally, locally identified disproportionality in the identification of Hispanic students for specific special education categories warrants systemic examination. While the district provides a broad course of study overall, these data points necessitate targeted interventions and resource allocation to address these identified disparities and ensure truly equitable access and outcomes for all students within Alhambra Unified School District."|Alhambra USD is committed to equitable access to a broad curriculum. Key actions include targeted academic and social-emotional support for unduplicated students (Hispanic/Latino, low-income, ELs) and students with disabilities, addressing identified learning gaps in core subjects. A comprehensive review of special education placement practices will ensure the Least Restrictive Environment, maximizing access to general education. Enhanced English Language Development programs will feature integrated language support across content areas to accelerate acquisition and academic success for ELs. Finally, the district will address the identified disproportionality in special education identification of Hispanic students through a thorough review of policies, culturally responsive assessment practices, and ongoing professional development to ensure equitable identification and support. These focused efforts aim to dismantle existing barriers and ensure all students have the opportunity to thrive in a rich and comprehensive educational experience within Alhambra.|Met||2025-06-24|2025
19768690000000|Wiseburn Unified|7|For the 2024-25 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 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 broad course of study.|Met||2025-06-26|2025
19768690119016|Da Vinci Science|7|DVS tracks access to a broad course of study using UC/CSU A-G completion, student transcripts, and internal course grade and enrollment reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. The school’s graduation requirements are aligned with the A-G subject requirements, ensuring all students are enrolled in a rigorous, college-preparatory course of study.  All students complete courses in core academic subjects, including English, Math, Science, Social Science, World Language, Visual/Performing Arts, and College Prep Electives. Course content is delivered through a Project-Based Learning model and assessed using a mastery-based grading system, promoting deep understanding and real-world application. Students also engage in one of four Career Pathways: Mechanical Engineering, Civil Engineering, & Biomedical Science & Engineering. These pathways offer specialized coursework, professional mentorship, and internship opportunities. Some courses offer dual enrollment credit through El Camino College, expanding access to college-level learning.  Students with disabilities access a broad course of study through individualized education plans (IEPs), which support their learning needs while ensuring engagement in academic and elective coursework. Through strong partnerships with industry and higher education leaders, DVS provides all students with equitable access to innovative, relevant, and high-quality educational experiences.|According to the 2024 CA Dashboard, 97.9% of the Da Vinci Science graduating class of 2024 completed the UC/CSU A-G course requirements prior to graduation, and all significant subgroups (11+ students) had A-G eligibility rates above 93.3%. Our subgroups with the lowest eligibility rates were Asian students and students with disabilities, both of whom had eligibility rates of 93.3%. Comparatively, the A-G eligibility rate for the State of California was 44.1% in 2024.  Additionally, on the 2024 CA Dashboard, 41.7% of the Da Vinci Science graduating class of 2024 completed a CTE pathway prior to graduation, and all significant subgroups (11+ students), except Special Education students, had CTE eligibility rates above 30%. Our subgroup with the lowest CTE completion rate was students with disabilities who were significantly lower than the school average with a 13.3% completion rate. Similar to A-G eligibility, this was a very small subgroup of students, many of whom have exceptional needs and follow individualized education plans that provide a customized course of study aligned with their specific learning goals. In the 2023-24 school year, only the Civil Engineering and Mechanical Engineering pathways were counted towards CTE completion, the Biomedical Sciences & Engineering pathway courses were counted as additional Science courses rather than CTE for participating students. Moving into 2025-25 and beyond, the Biomedical pathway will also be counted as CTE.|African American and White students had a 100% A-G eligibility rate. Hispanic students were just lower than the all student average at 97.3%, and SED students were just behind that at 96.6%. DVS is proud to say that 97.9% of our class of 2024 was A-G eligible.  Asian students and students with disabilities had the lowest rates at 93.3%, though both groups are still double the CA state rate of 44.1%. DVS acknowledges that there have been and will continue to be graduates who do not meet A-G requirements due to having exceptional needs. There are students whose IEPs require a personalized course of study that may not necessarily meet UC/CSU requirements, but who earn their diplomas with at least the state minimum requirements, which also constitute a broad course of study. 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.  In looking more closely at 2024 CTE completion, African American students had higher than average CTE pathway completion rates at 50%, followed by White students at 46.1%. SED students at 40.7% and Asian students at 40% had just slightly lower than the overall rate, and Hispanic students were lower than average at a rate of 31.5%. Of all of the significant subgroups, students with disabilities had the lowest rate at 13.3%.|DVS will continue to enhance its instructional supports and systems to ensure that all students, especially students with exceptional needs, have equitable access to a broad, rigorous, and engaging course of study. While A-G eligibility rates remain exceptionally high at 97.9% and reflect minimal variation across most subgroups, students with disabilities continue to have the lowest rates of A-G and CTE completion. In response, DVS is reviewing IEP-aligned course planning to increase opportunities to access A-G and CTE-aligned coursework, where appropriate, while maintaining the individualized nature of their learning plans.  To address the gap in CTE completion for students with disabilities, DVS will provide targeted professional development for both general and special education staff around inclusive practices, co-teaching models, and differentiated instruction within pathway courses. Additionally, DVS is strengthening collaboration between special education staff and counselors to better support early academic planning that identifies suitable CTE pathways and dual enrollment opportunities for students with IEPs.  Beginning in the 24-25 school year, Biomedical Science pathway courses will also be recognized as CTE, expanding completion opportunities for students already enrolled in that sequence. DVS will continue building partnerships with El Camino College and industry mentors to increase access to real-world learning experiences that promote relevance and engagement.|Met||2025-06-25|2025
19768690119636|Da Vinci Design|7|Da Vinci Design tracks access to a broad course of study using UC/CSU A-G completion data, student transcripts, and internal course grade and enrollment reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. The school’s graduation requirements are fully aligned with the A-G subject requirements, ensuring all students are enrolled in a rigorous, college-preparatory course of study.  Students complete core academic courses in English, Math, Social Science, Science, World Language, Visual/Performing Arts, and College Prep Electives, and participate in a project-based learning model supported by mastery-based grading. Da Vinci Design also offers four Career Pathways—Architecture, Graphic Design, Entrepreneurship, and Fine Arts—that provide students with hands-on, industry-aligned experiences. Many pathway courses offer dual enrollment credit through El Camino College, enhancing both college and career readiness.  Students with disabilities access a broad course of study through individualized education plans (IEPs), which support their learning needs while ensuring engagement in academic and elective coursework. With strong industry and higher education partnerships and a focus on real-world learning, Da Vinci Design ensures all students have equitable access to high-quality, future-focused educational opportunities.|According to the 2024 CA Dashboard Met UC/CSU Requirements and CTE Pathway Completion Report, 93.1% of Da Vinci Design’s graduating class met the UC/CSU A-G course requirements—an increase from 84.3% the prior year. All significant student groups (11+ students) maintained high rates of A-G eligibility, with African American (95.2%) and Hispanic (95.1%) students exceeding the schoolwide average. Socioeconomically disadvantaged students (92.1%) also showed strong performance. The subgroup with the lowest rate was students with disabilities, at 82.4%, which, while lower than other groups, still reflects a notable increase from the prior year (58.8%). This group includes students with individualized education plans (IEPs) that may outline alternative graduation paths based on their unique needs.  Additionally, on the 2024 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 80.2% of the Da Vinci Design graduating class of 2024 completed a CTE pathway prior to graduation, and all significant subgroups (11+ students), except English Learners (EL), had CTE eligibility rates above 76%. Our subgroup with the lowest CTE completion rate were our English Learners who were significantly lower than the school average with a 63.6% CTE completion rate.|Based on the 2024 A-G eligibility data, Da Vinci Design continues to provide broad course access to all students, but some barriers persist that impact completion rates for specific groups. While overall eligibility increased to 93.1%, students with disabilities continue to have the lowest rate at 82.4%. This group often includes students whose Individualized Education Plans (IEPs) call for modified coursework or alternative graduation paths that may not align fully with UC/CSU A-G requirements, though these students still complete a comprehensive course of study aligned with state graduation standards. Barriers to A-G completion for Students with Disabilities include the need for modified pacing, curriculum accommodations, or alternative pathways better suited to their learning needs. Additionally, ensuring access to specialized academic support, particularly in higher-level math, language, and lab sciences, remains a challenge. Despite academic barriers, students with disabilities have access to a broad course of study that is individualized and tailored to their unique needs, ensuring they engage in meaningful learning across core subject areas while meeting the goals outlined in their IEPs.|DVD will continue to refine its practices to ensure that all students, particularly for ELs and those with exceptional needs, have access to a broad and rigorous course of study. While the school has made notable progress, with over 93% of students meeting A-G and strong CTE completion rates, students with disabilities experience low A-G eligibility rates. ELs were lower than their peers in CTE completion rates as well. In response, DVD is evaluating EL and IEP-aligned course planning to strengthen access to A-G and CTE-aligned coursework where appropriate, while respecting the individualized nature of each student’s plan.  DVD will continue providing professional development to general and special education staff on inclusive practices, differentiation, and co-teaching strategies that support success in college-prep and CTE courses. Strengthening case management and increasing collaboration between special education staff, our EL Coordinator, and our academic counselors will ensure that all students receive individualized academic planning and early support to access rigorous coursework, dual enrollment, and CTE opportunities.  DVD will also maintain and expand its partnerships with El Camino College and industry professionals to provide real-world learning that builds student engagement and readiness for post-secondary success. These strategies aim to eliminate disparities and ensure all students are enrolled in and supported through a high-quality course of study.|Met||2025-06-25|2025
19768690128728|Da Vinci Connect|7|Da Vinci Connect tracks access to a broad course of study using A-G completion data, transcripts, and internal reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. Graduation requirements align with A-G to ensure students are enrolled in a rigorous, college- and career-ready course of study.  All students complete core subjects including English, Math, Science, Social Science, World Language, Visual/Performing Arts, and Electives. Instruction is project-based and assessed using mastery-based grading. Students take dual enrollment classes with Arizona State University starting in 9th grade, and may pursue an AA or BA through Rivet School. Career Pathways in Entrepreneurship and Aviation offer specialized coursework and internships. Aviation dual enrollment through Embry Riddle begins in 2025-26.  In TK-8, teachers use student work samples, PBL rubrics, progress reports, and parent-educator check-ins to ensure access to a broad course of study. Credentialed teachers monitor core and enrichment enrollment and progress, disaggregated by group and grade span. Adjustments are made through personalized learning plans as needed.  All students, including those with disabilities, access the full curriculum via IEPs and guided support. Da Vinci Connect ensures equitable access to high-quality, relevant, and innovative learning through strong family partnerships and higher ed and industry collaboration.|According to the 2024 CA Dashboard, 78.6% of the DV Connect graduating class of 2024 completed the UC/CSU A-G course requirements prior to graduation, and most significant subgroups (11+ students) had A-G eligibility rates above 80%. Our subgroups with the lowest eligibility rates were White students who were significantly lower than the school average with a 41.7% eligibility rate, and students with disabilities who were also lower than the average at 66.7%. Of the 70% of 2024 graduates who were rated on the College and Career Indicator as College Prepared, 77.6% of students met the requirement with Dual Enrollment course completion, with all significant subgroups demonstrating rates above 72%.  Additionally, in our first year of CTE courses in Entrepreneurship and Digital Media, on the CA Dashboard, 11.4% of the graduating class of 2024 completed a CTE pathway prior to graduation, and all significant subgroups (11+ students), except Special Education students, had CTE eligibility rates within 3%.   For TK–8 students, access is monitored using project-based learning rubrics, work samples, progress reports, and parent-teacher check-ins. All students engage in core subjects and enrichment (e.g., arts, SEL, STEM). Credentialed teachers track participation by grade span and subgroup. Students with disabilities access the full curriculum through IEPs with appropriate supports. Access is consistent across subgroups; we continue refining tools to monitor enrichment equity.|In diving deeper into 2024 A-G Eligibility subgroup data, African American students had the highest eligibility rate at 95.5%. 88% of Latinx students, and 81.6% of socioeconomically disadvantaged students also came in above the 78.6% overall rate. White students had the lowest A-G eligibility rate of the reported groups at 41.7% of students, and students with disabilities were also lower than average at 66.7%. All other subgroups did not have enough students to have results reported publicly due to privacy reasons. Da Vinci Connect acknowledges that there have been and will continue to be graduates who do not meet A-G course requirements due to having exceptional needs. Students with disabilities in particular, whose Individualized Education Plans may require a personalized course of study, 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.|In response to our locally selected measures, Da Vinci Connect is implementing targeted strategies to ensure all students have equitable access to a broad course of study. For high school, we are examining course sequencing and academic advising practices for White students and students with disabilities, whose A-G eligibility rates were significantly lower than other subgroups. We will implement more proactive support, including earlier A-G monitoring, increased counseling touchpoints, and expanded intervention supports during 9th and 10th grade to help students remain on track. For students with disabilities, we will continue refining course offerings that align better with A-G while meeting IEP needs, including clearer pathways for modified or alternative coursework that preserves breadth.  In TK–8, we are expanding our monitoring tools for enrichment participation and access to ensure equity across subgroups, particularly in high-interest areas like STEM, the arts, and SEL. We are also enhancing curriculum alignment and training for parent-educators to increase consistency in off-site instruction. Across K–12, we are investing in improved data systems to disaggregate and track enrollment and progress by subgroup and grade span in real time, allowing for earlier identification of gaps. We are committed to continuously refining our hybrid model to meet student needs and maintain broad access for all learners.|Met||2025-06-25|2025
19768690131128|Da Vinci Communications|7|DVC tracks access to a broad course of study using UC/CSU A-G completion data, student transcripts, and internal course grade and enrollment reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. The school’s graduation requirements are fully aligned with the A-G subject requirements, ensuring all students are enrolled in a rigorous, college-preparatory and career-ready course of study.  All students complete coursework in core academic subjects, including English, Math, Science, Social Science, World Language, Visual/Performing Arts, and College Prep Electives. Content is delivered through a Project-Based Learning model and assessed using a mastery-based grading system, promoting deep understanding and real-world application. Students also engage in one of four Career Pathways: Computer Sci, Marketing, Multimedia Journalism, and Media Production. These pathways offer specialized coursework, professional mentorship, and internship opportunities. Some courses offer dual enrollment credit through El Camino College, expanding access to college-level learning.  Students with disabilities access a broad course of study through individualized education plans (IEPs), which support their learning needs while ensuring engagement in academic and elective coursework. Through strong partnerships with industry and higher education leaders, DVC provides all students with equitable access to innovative, relevant, and high-quality education.|According to the 2024 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 91.7% of the Da Vinci Communications graduating class of 2024 completed the UC/CSU A-G course requirements prior to graduation, and all significant subgroups (11+ students), except Special Education students, had A-G eligibility rates above 88%. Our subgroup with the lowest eligibility rate was students with disabilities who were significantly lower than the school average with a 57.9% eligibility rate, however this was a very small subgroup of only 11 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.  Additionally, on the 2024 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 87.1% of the Da Vinci Communications graduating class of 2024 completed a CTE pathway prior to graduation, and all significant subgroups (11+ students), except Special Education students, had CTE eligibility rates above 80%. Our subgroup with the lowest CTE completion rate was students with disabilities who were significantly lower than the school average with a 63.2% completion rate. Similar to A-G eligibility, this was a very small subgroup of only 12 students, many of whom have exceptional needs and follow individualized education plans that provide a customized course of study aligned with their specific learning goals.|97.5% of African American students, and 90.4% of SED students graduated A-G eligible in 2024. Hispanic students had the lowest A-G eligibility rate of the reported groups at 88.9% of students. 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 57.9%, and DVC 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 IEPs require a course of study that may not meet UC/CSU requirements, but who are able to earn their diplomas with at least the state minimum requirements, which also constitute a broad course of study. 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.   In looking more closely at 2024 CTE completion, African American had higher than average CTE pathway completion rates at 92.5%. SED students and Hispanic students, were were similar in completion with SED students completing CTE pathways at at a rate of 84.3%, and Hispanic students completing at an 83.3% rate. Of all of the significant subgroups, students with disabilities had the lowest rate at 63.2%.|Based on the results of locally selected measures, DVC will continue to refine its supports and instructional practices to ensure access to a broad course of study for all students, especially those with exceptional needs. While A-G and CTE pathway completion rates remain high overall, with over 91% of students A-G eligible and 87% completing a CTE pathway, students with disabilities continue to show lower outcomes in both metrics. In response, DVC is reviewing IEP-aligned course planning to ensure students with exceptional needs are better supported in accessing A-G and CTE coursework where appropriate, while still honoring their individualized plans.  DVC will continue to implement professional development for general and special education teachers around differentiated instruction and inclusive practices to better support student learning. Additionally, the school is working to strengthen case management collaboration and increase counselor engagement in long-term academic planning for students with IEPs to identify opportunities for access to rigorous courses, dual enrollment, and pathway alignment earlier in students’ high school careers.  DVC will also continue to partner with El Camino College and industry mentors to expand real-world learning opportunities and increase motivation and relevance for all students. Through these actions, DVC aims to reduce access gaps and ensure that all students are enrolled in and supported through a broad course of study.|Met||2025-06-25|2025
19769680000000|SBE - Academia Avance Charter|7|||||Not Met|||2025
19769680109926|Academia Avance Charter|7|||||Not Met|||2025
20102070000000|Madera County Superintendent of Schools|7|All students have access to core classes along with credit recovery options to assist with progress toward graduation. A school counselor is on site to meet with students regularly. The registrar provides updated transcripts to students within two 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 district of residence. 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's identifying the average length of incarceration to be 35 days, which includes non-school days. However, the master schedule, credit recovery options, and online courses minimi|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 35 days) and ongoing student enrollment throughout the calendar year. 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||2025-06-17|2025
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 61.8% to 73%, 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 73%, which is an improvement of 11.2% 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||2025-06-17|2025
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 47.1% 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||2025-06-17|2025
20651770000000|Alview-Dairyland Union Elementary|7|The Alview & Dairyland Schools' schedules were examined for instruction. 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 music program.  All students have access to the Summer Enrichment Program and Summer STEM Program. 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.|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. At both Alview and Dairyland, 100% of students have access to and are enrolled in the STEM program, Too Good for Drugs, and the Caught Being Good program. At Alview, approximately 35% of students have access to and are enrolled in intervention. At Dairyland, approximately 13% of students have access to and are enrolled in intervention. At both Alview and Dairyland, approximately 46% of students have access to and are enrolled in tutoring. In the district, 32% of students have access to and are enrolled in ELD. At Alview, 6% of students have access to and are enrolled in Pre-GATE. At Dairyland, 9% of students have access to and are enrolled in GATE. 20% of Alview and Dairyland students have access to and are enrolled in the After School Program. At Dairyland, 11% 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. At Alview, 19% of students participate in the after-school Art Club. At Dairyland, 7% of students participate in the after-school Creative Writing Class and 7% are enrolled in the Art Class. 6% of K-8th graders have access to and are enrolled in the Summer Enrichment Program. In addition, 15% of K-8th grade students are enrolled in and participate in the Summer STEM 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 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 district will continue to monitor student progress and accessibility to a broad course of study for all students.|Met||2025-06-24|2025
20651850000000|Bass Lake Joint Union Elementary|7|The LEA employs a multi-faceted approach utilizing several locally selected measures and tools to systematically track the extent to which all students, across various grade spans, unduplicated student groups, and individuals with exceptional needs, have access to and are enrolled in a broad course of study. Our primary tools for tracking access and enrollment include: Student Information System (SIS) Data: The LEA leverages its comprehensive SIS to track student enrollment in all courses by grade level. This system allows for disaggregation of data by unduplicated student groups (e.g., socioeconomically disadvantaged, English learners, foster youth) and individuals with exceptional needs. This granular data enables us to identify any disparities in course enrollment and access, ensuring all students are enrolled in mandatory courses for their grade level. Master Schedules and Individual Student Schedules: Each school site's master schedule is meticulously reviewed to ensure it offers a broad course of study as mandated by state education code for each grade span. Individual student schedules are then cross-referenced to confirm that all students, including those with IEPs (Individualized Education Programs) or 504 plans, are enrolled in the appropriate core subjects and have opportunities for elective choices aligned with a broad course of study.|Based on the continuous analysis of our locally selected measures, including our Student Information System (SIS) data, master and individual student schedules, and instructional materials inventory, the LEA can confidently affirm that all students across the district have equal access to a broad course of study. Our rigorous tracking and proactive measures ensure that this equitable access is consistently maintained across all grade spans, for all unduplicated student groups, and for individuals with exceptional needs.|Given the results of our locally selected measures and tools, the LEA has identified no significant systemic barriers preventing all students from having access to a broad course of study. Our comprehensive data analysis, spanning our Student Information System (SIS), master and individual student schedules, and instructional materials inventory, consistently confirms equitable access across all grade spans, unduplicated student groups, and for individuals with exceptional needs. The proactive measures in place, such as immediate ordering of materials upon teacher request and meticulous review of student enrollment, effectively eliminate potential barriers before they can impact student access. While individual student needs or temporary logistical challenges might arise (e.g., a specific material shipment delay, a unique student scheduling conflict), our established processes are designed to identify and swiftly resolve these on a case-by-case basis, preventing them from becoming systemic barriers to a broad course of study for any student population.|Given the consistently positive results from our locally selected measures and tools, the LEA has determined that no immediate revisions, new decisions, or additional actions are needed at this time to ensure access to a broad course of study for all students. Our current robust systems and practices are effectively guaranteeing equitable access for all student groups, across all grade spans, and for individuals with exceptional needs. The ongoing monitoring through our Student Information System (SIS) data, meticulous review of master and individual student schedules, and the proactive instructional materials inventory process (where site principals ensure immediate ordering of any needed materials) are successfully preventing barriers from emerging. We will continue to diligently implement our established procedures, which have proven effective in ensuring every student has comprehensive access to the curriculum and all necessary resources. This consistent application of our existing framework allows us to maintain our high standards for equitable access to a broad course of study across the district.|Met||2025-06-25|2025
20651850129015|Yosemite-Wawona Elementary Charter|7|Student progress towards individually set goals is monitored throughout the school year by the staff. Plans for each student are modified as often as needed – sometimes daily. As each student is working individually on areas that they need to gain expertise in, the needs of each student (including special-needs students and unduplicated student groups) are addressed. The multi-grade configuration of the school (K-6) requires that such an approach be utilized – and it is effective in developing students who are well rounded academically and socially. While this approach creates a challenge for staff,  this is one of the facets of the Charter that attracts families to the school.|All students have access to a broad course of study provided by the school.|There are no barriers to a broad course of study for any students enrolled at the school.|Stay the course.|Met||2025-06-24|2025
20651930000000|Chowchilla Elementary|7|CESD does a review each year to ensure that all students have access to sufficient materials, are enrolled in a broad course of study, including electives at the middle school, and that the needs of students with exceptional needs are met.  Grade level teams attend monthly trainings to discuss and calibrate instruction to ensure equitable access to core content for all.|Most schools in Chowchilla are grade-specific and as a result, all students will attend each of the schools as they progress from TK-8th Grade.  Grade-level teams and district/site administration work to ensure access to a broad course of study for all students.  Stephens and Fuller Elementary both serve students in TK-2nd grade.  Staff work collaboratively to ensure alignment of instruction across sites and access to a broad course of study.|There were no barriers determined at this time.|The policies currently in place, including the site grade-level configurations, will be maintained as they support all students in being able to access an aligned and calibrated broad course of study.|Met||2025-06-30|2025
20652010000000|Chowchilla Union High|7|All students are exposed to a presentation about graduation that includes A-G requirements and course offerings every year.  This presentation explains CTE pathways, the advantages of competing one, and how to begin one.  A credit evaluation is also completed with every student and sent home via Parent Square to show progress towards meeting graduation requirements.  Students choose classes via Google Forms. The Google Form populates a Google Doc that is emailed to the counselor and student with all the class choices.  The counselor uses the Google Doc to review appropriate class placement and input course requests into Aeries. The master schedule is built around course requests. Goal is to provide clarity to students about the classes they are choosing, Understanding what the classes really entail to reduce attrition|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 added to increase capacity Students will be able to take a CTE Photography class after their morning session or before their afternoon session (optional but encouraged) at Gateway High  Graduation requirements reduced to allow students the opportunity to graduate with an alternative education diploma|For CUHS, pathway restriction happens in the Sophomore Year, loss of momentum with what was started Freshmen Year For CUHS, students in EL or SpEd lose an elective to take mandatory support classes, less opportunities to complete electives  For Gateway, students struggle with self confidence and having stronger family support/structure to push them to excel.   CUHS and Gateway High have credit recovery built into programs ASB and Link Crew numbers are looking good for next year, students are excited to become involved in campus wide events and initiatives Another goal for next year is to increase/maintain interventions and supports through liaisons and Wellness Center|At Gateway, students will continue to have access to AM/PM cohorts with additional 3rd teacher Students will have access to reduced graduation requirements and seat-time CTE class with Photography  CUHS plans to continue growing CTE numbers with certifications available as well 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||2025-06-23|2025
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 CAASPP, 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. The guiding principle is to ensure equal opportunities for all students to graduate with a wide range of post-secondary options. Elementary students have elective opportunities in music, art, STEM, literacy, and physical education. Madera Technical Exploration Center enrolled 42.9% of 8th graders, offering specialized CTE pathway instruction to enhance college and career readiness. Madera Unified has also partnered with Madera Community College, providing dual enrollment options to 974 individual students for high school and college credit; many of those students took more than one course. Additionally, 26.4% of high school students are enrolled in AP/Honors courses.  During the 23-24 school year, 488 students completed one of the 25 career pathways available.|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. However, all 8th grade students, including the K-8 students, can apply to attend Madera Technical Exploration Center for a ½ day to take two core courses and a CTE elective. There are limited spots available, although for the 24-25 school year, all students who applied were able to attend.|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. The report showcases grade-level assessment examples, aiding communication and course placement suitability.  In the 2024–25 school year, Madera Unified School District implemented a seven-period day across its comprehensive high schools to expand access to elective courses and address long-standing scheduling limitations. Previously, Emergent Multilingual (English Learner) students, students with disabilities, those requiring intensified literacy support, and students in need of credit recovery often had limited or no access to elective opportunities—particularly Career Technical Education (CTE) courses, many of which span two class periods. The shift to a seven-period schedule provides greater flexibility, enabling students to enroll in the academic support courses they need while also participating in electives aligned with their interests and postsecondary goals. This expanded schedule supports increased access to complete CTE pathways, meet A–G requirements, and recover credits—all within the regular school day.  Additionally, Madera Unified has continued the ELD initiative, facilitating multilingual students' access to divers|Met||2025-06-24|2025
20652430100016|Sherman Thomas Charter|7|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, except grades 7 and 8, where we do not currently offer a world language. All student groups are equitably taught and assessed across the content. 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||2025-06-24|2025
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 continue to expand each year to include a marching band, color guard, drumming, and folklórico dance program, in addition to the original Mariachi, Jazz Band, and choir programs.|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||2025-06-12|2025
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.|In response to survey results and student feedback, the LEA is actively exploring ways to expand access to a broader course of study. One major step includes researching options to offer Career Technical Education (CTE) pathway courses that align with student interests and workforce demands. This effort aims to provide students with more relevant, hands-on learning experiences and better preparation for college and career pathways. Additionally, the LEA acknowledges the ongoing challenge of securing in-person Spanish instruction due to small class sizes. While this remains a priority, the school continues to offer online Spanish courses to ensure students can meet the UC/CSU “a-g” world language requirements. Though not ideal, this approach maintains access and supports college eligibility. The LEA remains committed to identifying sustainable solutions that expand learning opportunities while balancing the unique needs of a small school environment.|Met||2025-06-24|2025
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 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 grade levels 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 the 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 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 rotations as well as looking at online programs.|Met||2025-06-24|2025
20652760000000|Raymond-Knowles Union Elementary|7|RKS uses classroom schedules, teacher assignments, and pacing guides to ensure all students have access to a broad course of study.  Each teacher provides instruction in all core subjects-including ELA, math, science, and social studies, using a board-adopted curriculum aligned to state standards.  Students also receive access to physical education, art, and technology.  Ongoing reviews of IEPs and support services help confirm that students with disabilities are appropriately included in the full range of learning opportunities.|All students at our single TK-8 school have access to, and are enrolled in, a broad course of study that includes ELA, math, science, and social studies, taught by their primary classroom teacher using board-adopted curriculum and pacing guides.  Students also participate in enrichment subjects such as physical education, art, and technology.  There are no differences in access across student groups, and regular reviews of IEPs ensure proper accommodations are in place for students with disabilities while they are participating in the full academic program.|As a small, single-site TK-8 district, the primary barriers to providing full access to a broad course of study are limited staffing and funding.  With a small teaching staff, it can be challenging to offer specialized instruction or expand enrichment opportunities beyond the core curriculum.  Additionally, scheduling constraints and the need for teachers to cover multiple subjects limit the ability to provide deeper access to certain areas, such as visual and performing arts or technology.  Despite these challenges, RKS maximizes available resources to ensure all students receive access to the full range of subjects.|To address staffing and scheduling limitations, RKS is exploring creative scheduling solutions and seeking partnerships to enhance enrichment offerings such as arts and technology. Teachers will continue to use pacing guides to ensure consistent coverage of all core subjects, and support staff will be utilized where possible to assist with specialized instruction. RKS remains committed to ensuring all students, including unduplicated students and those with exceptional needs, continue to have access to a broad and balanced course of study.|Met||2025-06-20|2025
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||2025-06-04|2025
20756060000000|Chawanakee Unified|7|In TK-12th grade, students are enrolled in a broad course of study that includes ELA, Math, Science, Social Studies, STEM, Physical Education, Agriculture Science, Media, and Music. All high school students are enrolled in A-G courses and at least one CTE pathway including our unduplicated student groups.|All students in Chawanakee Unified have access to a broad range of courses. All of our K-8 and 9-12 sites are aligned as described above. Chawanakee Unified goes above and beyond to offer both Ag Science, Media, and Music at all K-8 sites. All of our high schools (including our Independent Study and Necessary Small School) are WASC accredited.   Students enrolled in advanced academic courses: All: 38% Low-income:30 %  Students enrolled in VAPA courses: All: 79% Low-income: 78%|We do not have identified barriers to provide a broad course of study for all students in grades TK-8th.  Within high school, we provide an 8 period day that includes various courses for students including dual enrollment within the school day.  In addition, the high school provides credit recovery for students that have not passed a course within the school day and after hours.|The LEA will improve their Response to Intervention and areas within MTSS.  This will provide students with intervention within the school day and an increased rate on A-G to allow for increased passing rates in ELA, Math, Social Studies, and Science. Increase participation in CTE pathways and extracurricular activities is also a focus of MTSS and interventions.|Met||2025-06-30|2025
20756060125021|Minarets Charter High|7|In TK-12th grade, students are enrolled in a broad course of study that includes ELA, Math, Science, Social Studies, STEM, Physical Education, Agriculture Science, Media, and Music. All high school students are enrolled in A-G courses and at least one CTE pathway including our unduplicated student groups.|All students in Chawanakee Unified have access to a broad range of courses. All of our K-8 and 9-12 sites are aligned as described above. Chawanakee Unified goes above and beyond to offer both Ag Science, Media, and Music at all K-8 sites. All of our high schools (including our Independent Study and Necessary Small School) are WASC accredited.|Within Minarets Charter, we provide an 8 period day that includes various courses for students including dual enrollment within the school day.  In addition, the high school provides credit recovery for students that have not passed a course within the school day and after hours.|Minarets Charter will improve their Response to Intervention and areas within MTSS.  This will provide students with intervention within the school day and an increased rate on A-G to allow for increased passing rates in ELA, Math, Social Studies, and Science. Increase participation in CTE pathways and extracurricular activities is also a focus of MTSS and interventions.|Met||2025-06-30|2025
20756060132936|Chawanakee Academy Charter|7|In TK-12th grade, students are enrolled in a broad course of study that includes ELA, Math, Science, Social Studies, STEM, Physical Education, Agriculture Science, Media, and Music. All CAC high school students are enrolled in A-G courses and are offered the opportunity to take CTE courses, including our unduplicated student groups. CAC students are also offered opportunities to take concurrent courses at Minarets High School.|All students in CAC have access to a broad range of courses. All district sites, including CAC are aligned as described above. CAC is WASC accredited as well.|We do not have identified barriers to provide a broad course of study for all students in grades TK-8th.  Within high school, we provide independent study courses that includes various courses for students including dual enrollment.  In addition we provide credit recovery for students that have not passed a course within their independent study program.|CAC is improving their MTSS process as well as improving their tiered re-engagement process to ensure students are engaged and successful in a broad course of study.  CAC also holds SSTs to support students academically and offer intervention supports for home or in-person.  CAC staff hold meetings with parents and students to encourage a return to a seat-based program if they are not proving to be successful in an independent study program.|Met||2025-06-30|2025
20764140000000|Yosemite Unified|7|•	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 the least restrictive environment possible •	Benchmark assessment data  •	IAB Assessment and FIAB Assessments|•	All YUSD students have access to a broad course of study. •	The district champions equity. Administrators and counselors ensure supports are provided to students to ensure maximum benefit from educational programs|•	Size of the district (at about 1,400 students) can limit the amount and volume of programs available due to budget constraints. •	Despite this challenge, the district 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.|•	Implemented Positivity Project K-8 •	Assigned interventions to address academic, social-emotional & behavioral needs of students •	Professional development for all staff in social-emotional learning •	Data used to identify students who may need intervention •	 Increased Counseling Support Services at YHS and Coarsegold  •	YUSD has added 3 Counselors|Met||2025-06-26|2025
20764142030237|Glacier High School Charter|7|1) Glacier High Charter offers highly personalized educational plans for each student. Each 9th-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professiona|1) Glacier High Charter offers highly personalized educational plans for each student. Each 9th-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professiona|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. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular and instructio|1) Glacier High Charter offers highly personalized educational plans for each student. Each 9th-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professiona|Met||2025-06-17|2025
20764146110076|Mountain Home Charter (Alternative)|7|1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.|1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.|There is no barrier preventing Mountain Home from providing access to a broad course of study for all students. Mountain Home School Charter operates a program that has come to be known as “personalized learning.” Personalized Learning has been acknowledged and commended with a State Senate resolution (SR-36). Personalized learning is a unique, blended classroom and non-classroom based public educational model that is tailored to the needs and interests of each individual student. As a school, we set before students and their parents/guardians the educational goals and work cooperatively with them in creating customized learning plans that best reach those goals. We believe that their desires, strengths and needs are crucial to how the Charter School works with them as individuals. This methodology, both curricular and instructional, is built around each student’s needs, abilities and interests. All students meet with their teacher and parents together to create their own personalized learning plan (PLP) at least monthly and to evaluate effectiveness and needed supplementation or change. The PLP brings the student, parent and teacher together in a formalized relationship for the sole purpose of planning, implementing, assessing and adjusting the student’s educational program. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular and instruct|1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.|Met||2025-06-17|2025
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.|Please see above.|Met||2025-06-24|2025
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||2025-06-12|2025
21102152130102|Phoenix Academy|7|||||Not Met|||2025
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||2025-06-10|2025
21653180000000|Miller Creek Elementary|7|In MCSD we utilize 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 analysis of student enrollment data through our Student Information System (SIS), which allows us to disaggregate participation by grade spans, unduplicated student groups (including English learners, foster youth, and socioeconomically disadvantaged students), and students with exceptional needs. We review master schedules and course offerings annually to ensure that all students have access to core content areas, including English language arts, mathematics, science, social studies, physical education, visual and performing arts, and enrichment programs. Additionally, Individualized Education Program (IEP) data and service logs are reviewed to confirm that students with exceptional needs are receiving equitable access to the full range of coursework.|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 teams implement robust systems and partnerships to reduce chronic absenteeism and to ensure students maximize their access to the broad course of study by attending school regularly. The LEA has reduced chronic absenteeism across all school sites and student groups but will continue to provide additional support to the middle school to further decrease chronic absenteeism rates.|The potential 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. To make progress on IEP goals or 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.|Each school site implemented an intensive site based intervention program that used academic screeners to monitor the progress of all students, a diagnostic assessment to learn more about students that did not meet benchmark, and an intervention curriculum to meet the needs of students. Students were assessed regularly for progress.  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. To ensure intervention support is flexible and targeted, the MCSD will implement “Bridge Teams” in the 25-26 school year.  As part of the MTSS model, Bridge Teams will meet regularly and partner with classroom teachers to implement Tier 2 interventions, increasing the supports that will be available in the classroom and minimizing pull-out programs.|Met||2025-06-10|2025
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 kids -- which is a guiding light for our admin team.|The barriers preventing the KSD from providing access to a broad course of study for all students is based on their needs and financial constraints.|As we look 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||2025-06-10|2025
21653420000000|Laguna Joint Elementary|7|Report cards and educational progress across subject areas are used to monitor and track progress across all areas.|Because of the small size of the educational program at Laguna Joint.  Scheduling of intervention and special education services is able to ensure that all students have what they need to learn and the time in which to do it without compromise to their broad course of study.|No barriers at this time.|None at this time.|Met||2025-06-03|2025
21653590000000|Lagunitas Elementary|7|Lagunitas School District tracks progress in meeting Priority 7 standards by reviewing our course offerings and class schedules to access the extent in which all students have access to and are enrolled in a broad course of studies. We identify access and enrollment based upon grades, grade spans, unduplicated student groups, and students with exceptional needs.|For the 2024-25 school year, all students in grades TK-8 were enrolled in a broad course of studies. This included instruction in the arts, music, Spanish , gardening and physical education instruction. In grades 6-8, students were also enrolled in rotating elective courses.|Lagunitas is currently able to offer a board course of study with the current teachers and support staff. The district will continue to prioritize this delivery model.|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. Support staff also provide instruction in areas of enrichment and elective courses. 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||2025-06-18|2025
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||2025-06-11|2025
21653910000000|Mill Valley Elementary|7|Site administrators continue to annually complete schedule audits to ensure that all students have access to a broad course of study. In particular, site administrators audit the schedules of English Learners and students with disabilities to ensure that receiving services does not impede their ability to have access to a broad course of study.|At the elementary level, this specifically means ensuring IEP services and 504 accommodations, as well as English Language Development, do not limit students’ access to a broad course of study. At the middle school level, it means ensuring that support classes do not fully supplant electives course options.|Intervention and ELD classes may preclude some students from accessing two electives of choice at the middle school. At the elementary level, depending on when students are pulled for designated ELD instruction, they may miss Tier 1 instruction.|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||2025-06-05|2025
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||2025-06-18|2025
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 is also very mindful of utilizing the universal access/advisory times for interventions rather than core academic instruction times.|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, and 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 intradistrict 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 Novato Unified School District will expand its visual and performing arts (VAPA) offerings with funding from Proposition 28. This funding allows the District to increase access to artistic, dramatic, and musical experiences for all students. Staff continues to refine the Districtwide VAPA Strategic Plan to ensure students are exposed to a broad range of arts aligned with state standards.  NUSD will continue offering the recommended California core curriculum while strengthening its Multi-Tiered System of Supports (MTSS) to help all students reach grade level. A continued focus on academic rigor and targeted interventions will support students, especially those at risk of becoming, or who are already, long-term English learners. These supports will be implemented systematically across all school sites.  Inclusion remains a key priority in the Local Control and Accountability Plan. The District is committed to ensuring that students receiving special education services—through District or Marin County Office of Education programs—have access to a full and inclusive course of study.  Beginning in the 2025–2026 school year, students at Sinaloa and San Jose Middle Schools receiving English Language Development, Special Education, or Dual Language Immersion instruction will have the option of taking an additional elective period after school to ensure broader access to enrichment opportunities.|Met||2025-06-24|2025
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 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, and Visual and Performing Arts.|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||2025-06-04|2025
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 thisplan as all student have access to and are enrolled in a broad course of study.|Met||2025-06-10|2025
21654330000000|Ross Elementary|7|Ross School uses narrative report cards for students in grades K–4 and standards-based report cards for students in grades 5–8. All students and parents have access to these reports. The school uses Aeries, our student information system, to manage student schedules and ensure that all students have access to a broad course of study. To support equity, underrepresented students are hand-scheduled before the master schedule is finalized. The middle school principal reviews every student’s schedule to ensure appropriate placement based on both student choice and academic need. Students who are exceptionally excelling are individually placed into advanced courses that match their level of achievement.|"In addition to the core curriculum—Math, Science, English Language Arts, Social Studies, and Spanish—all students at Ross School have access to Visual and 3D Art, Music, STEM, Cyber Café, and Physical Education. To support academic interventions, pull-out services are scheduled during designated student review periods to prevent students from missing core instruction. However, push-in support is the standard practice, ensuring students receive assistance within the classroom without being excluded from electives or core content time.  Electives rotate quarterly, and students are given a choice in selecting their courses. The exception is for 6th-grade students, who take one elective of their choice in addition to participating in the ""6th Grade Wheel."" This rotating program introduces essential skills such as executive functioning, media literacy, online safety, and first aid.  Beginning in the upcoming school year, each grade level will receive a monthly social justice lesson, delivered by classroom teachers, to support character development, inclusivity, and cultural awareness."|A key barrier for students receiving pull-out interventions is that they miss the built-in work period during the school day. As a result, these students may have more homework to complete at home compared to their peers who are able to use that time for academic tasks during school hours.|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||2025-06-11|2025
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 math framework. In grades 6-8, we have ongoing professional development and common planning time for teachers to deepen our standards-based learning implementation. Teachers collaboratively review student work, calibrate scoring, and analyze assessment data. This work will guide the development of shared agreements on equitable grading practices that promote consistency, fairness and a focus on student learning. These actions are designed to improve academic performance and increase access to A-G aligned pathways for unduplicated student groups, including English learners, low-income students, and foster youth.|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.|In grades Tk-5, all students have access to the core subjects alongside two visual and performing arts opportunities throughout the course of the year in addition to physical education. In grades 6-8 at Davidson Middle School, students now have at least one elective, with many having access to two. In response to a review of local data and outcomes from selected measures, we have revised our ELD course sequence and offerings for grades 6–8 to ensure broader and more equitable access to a comprehensive course of study for English learners. These revisions are designed to address the diverse linguistic needs of students at varying stages of English language development, including newcomers and students identified as At Risk or Long-Term English Learners (LTELs). The updated course sequence aligns with the California English Language Development Standards and provides differentiated support across the proficiency levels of Emerging, Expanding, and Bridging. This targeted approach aims to accelerate students’ progress toward English proficiency, enabling greater access to academic content and success in core subject areas.|Met||2025-06-16|2025
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 has developed pathways for newcomer students with a range of educational backgrounds  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.|Met||2025-06-16|2025
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 language 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||2025-06-12|2025
21654820000000|Tamalpais Union High|7|The District uses our master schedules and data from our student management system to analyze the enrollment of students across a broad spectrum of classes, including advanced and college classes. Additionally, we have a data analyst on staff who gathers and provides data for our admin team to determine access and success within a broad course of study. We aslo use our US/CSU a-g completion rates, disaggregated by student group.|2024 Data All students: 80% White: 85% Black: 43% Latino/a: 59% Two or More: 76% Asian: 78% Socioeconomically disadvantaged: 47.6% ELL: 32.5% Students with disabilities: 41.1%  2024 Data Of the students who took at least one AP test, the percentage who passed: Asian-75% N=200 Black or African-American-71% N=17 Latino/a-76% N=360 Two or More-82%  N=321 White-80% =2597 Grand Total=79% N=3628  2024 Data Percentage of students who were deemed college and career ready: Asian-66% Black or African-American-no data Latino/a-41% Two or More-67% White-67.3% Students with disability-17.5% Socioeconomically disadvantaged-28.9% ELL-9.5%  The district has nearly doubled the number of students who are enrolled in and successfully earning at least of 3 on advanced placement courses. We are very encouraged by this development. Further, the district was recognized this year for having one of the highest enrollment rates in AP African American studies within the San Francisco Bay Area. Our goal is to have our enrollment advanced classes representative of our overall demographics.|We do not see any barriers to providing access to a broad course of study to all students.|The District is piloting a new integrated math program to eliminate the need for a below grade level math class so that students who enter into our system with the need of math support are still able to take a grade level class and earn UC a-g credit.|Met||2025-06-24|2025
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 2024-25, we increased our middle school elective program. Additionally, the high school program has developed new courses to add the master schedule for the 2025-2026 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||2025-06-17|2025
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.|In addition to the core curriculum areas of ELA, mathematics, history/social science, and science, students in the Ross Valley School District have access to a comprehensive educational experience that includes art, music, and physical education. At the middle school level, students can choose to take courses in engineering, technology, and world languages. Students needing interventions based on their IEP receive services throughout the day, and special education staff collaborate with general education teachers and administrators to ensure that all students are integrated with their general education peers in art, music, and physical education for the required amount of time. Additionally, students who require Tier II interventions and/or English Learner (EL) support work with Intervention and/or EL teachers multiple times each week, utilizing research-based programs.|Finding ways for students to access core curriculum support (academic workshop and math and ELA support) along with 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 and enrichment classes (art, music, physical education) as well as interventions (resource, tier two math and English language arts, ELD support).|Met||2025-06-25|2025
22102230000000|Mariposa County Office of Education|7|Mariposa County Office of Education and Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on 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 work 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||2025-06-26|2025
22655320000000|Mariposa County Unified|7|Mariposa County Office of Education and Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on 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 work 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||2025-06-26|2025
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||2025-06-23|2025
23102310000000|Mendocino County Office of Education|7|The school counselor works closely with students, their families, the district school of residence, and the staff within our alternative education program to provide a broad course of study for students. Orr Creek 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 that 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 are provided by the school counselor. Students with disabilities have the support of the WorkAbility program for job shadowing and career experience.|100% of students are enrolled in Social Science and Science courses. A limited number of students are 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.|We have a College Career Readiness weekly course in the master schedule for both sites. The Academic school counselor currently teaches the course utilizing the Growing Leaders curriculum Habitudes: Career Readiness as well as topics and activities pertaining to student interest. We continue to partner with MCOE Workability in a partnership for our students in grades 10-11 that have an IEP.|Met||2025-06-23|2025
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||2025-06-26|2025
23655570000000|Arena Union Elementary|7|Arena Elementary School 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-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 board meeting and reports to educational partners and the public through the Dashboard.|All students have access to all courses offered in the district.|Arena Elementary School is a small, rural school district offering a broad course of study which can be a challenge. We strive to embed various enrichment opportunities within the classroom, as well as with our weekly Music and Math and ELA enrichments.|Arena Elementary School 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.|Met||2025-06-25|2025
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 is continuing and allows high school students the opportunity to earn college credit through dual enrollment classes. A van was purchased for the high school to provide transportation to Mendocino College for on-site courses.|Met||2025-06-25|2025
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. FBUSD is also participating in the CCGI program to connect the course of study to post secondary education eligibility.|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 College and Career Success course in the second semester of the Freshmen Seminar course. This course is the first dual enrollment course provided to all freshmen students at Fort Bragg High School. Other dual enrollment courses include 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. An online platform, Edgenuity, is also available through ISP so that all student needs may be addressed. FBMS provides support, AVID, CTE, Band, Art, and Leadership as electives open to all students. Both Elementary schools offer comprehensive programs for all students.|Staffing, funding, and physical space are the two largest barriers to expanding our course of study.|FBUSD is also working to expand our dual enrollment offerings in partnership with Mendocino College. FBUSD continues to offer a wide variety of CTE courses for a district our size. Dual Enrollment courses will be offered at our Alternative Education site. FBUSD continues to support intervention classes for students in TK-8.|Met||2025-06-17|2025
23655650123737|Three Rivers Charter|7|||||Not Met|||2025
23655730000000|Manchester Union Elementary|7|The LEA ensures students have access to content standards, text books, and curriculum that are state and Board approved. Further, the LEA engages in project-based learning that embeds the state standards into the learning goals while focusing on learning that is hands-on, inquiry and interest-based. Further, all students have access to the before and after school program and summer program. These programs offer additional enrichment opportunities and interventions. All students are enrolled in the dual language program where they are gaining biliteracy in both Spanish and English.|As a small school district with one school of only 38 students, 100% of the students have access to a broad course of study as described in question 1.|The only challenges are those which come with a small school and multi-grade level teaching. However, the personalized approached has helped to support in the removal of barriers for all students to access a broad course of study.|The LEA plans to review the social studies curriculum and pilot new programs to ensure that the course of study is robust, current, and aligned with a multi-disciplinary approach to learning while fostering biliteracy.|Met||2025-06-24|2025
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 2024-25, 96% of our high school students enrolled in a CTE class. B. In 2024-25,10 out of 15 CTE classes (66%) 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||2025-06-10|2025
23655990000000|Point Arena Joint Union High|7|In order to eliminate educational barriers and expand access to educational programs focused on engagement and rigor for every student, all students will have 100% access to the Makerspace Model, flexible scheduling, concurrent enrollment, dual enrollment, sports (inter-schoolastic, intramural, and recreational) and our enriched visual performing arts/media production facility. Through this guaranteed access, all students will have 100% access to courses that satisfy the requirements for entrance to the University of California and the California State University and 100% access to courses that satisfy the requirements for career technical education sequences or programs of study that align with State Board of Education (SBE)-approved career technical education standards and frameworks: the percentage of graduating students completing an A-G aligned Common Core Standards based course profile and at least one CTE pathway will be measured for growth, and students, parents, and teachers will be surveyed for quality control. In order to implement and monitor key Anchor Standards and research-based design, instructional, learning, and accountability strategies, the percentage of students participating to completion in the formative and/or summative Smarter Balanced assessment batteries (e.g., Interim Comprehensive Assessments, Interim Assessment Blocks, Focused Interim Assessment Blocks, and Summative Assessments) will be measured for accessibility and disciplinary literacy.|The Tier 2 intervention system and the co-enrollment programs lowered barriers and provided opportunities for credit recovery for failed courses and credit enrichment for grade improvement in cases of impacted schedules. This system contributed to over 40% of English Learners, McKinney-Vento, Socioeconomically Disadvantaged, foster youth, and students with disabilities graduating having met A-G requirements, which was a Desired Outcome target for LCAP from 2021 to 2024. Through dual enrollment programs with local community colleges, local CTE programs, and the Workability program, students are provided the opportunity to qualify college and career ready. With 95% of the student population enrolled in courses aligned with A-G and/or CTE, over 40% of English Learners, McKinney-Vento, Socioeconomically Disadvantaged, foster youth, and students with disabilities reached the Desired Outcome target of graduating college and career ready. The percentage of Unduplicated Pupils graduating college and career ready has reached a benchmark of 40%, with expected growth over the next three years. With 95% of the student population enrolled in CTE-aligned courses, the school reports reaching the LCAP target for English Learners, McKinney-Vento, Socioeconomically Disadvantaged, foster youth, and students with disabilities completing at least one CTE class. Over 45% of these students achieved this Desired Outcome.|The rural, coastal community creates scarcity in the labor market. The labor market affects our ability to employ full-time credentialed teachers. The single greatest barrier is the lack of qualified teachers.|In summary, Point Arena High School has implemented a range of targeted interventions and broader systemic approaches, including layered academic and behavioral support systems, dedicated personnel for specific student populations, language support, culturally responsive practices, strategic master schedule design, and structured parent and community engagement efforts. These programs and interventions are described as contributing to positive outcomes, including meeting A-G requirements for graduation, achieving college and career readiness targets, increasing CTE completion rates, reducing suspensions, improving school climate and safety, facilitating English Learner reclassification, and enhancing family engagement, particularly for diverse student groups. While chronic absenteeism remains a challenge with varying rates among different groups, specific interventions are being deployed to address it.|Met||2025-06-25|2025
23656070000000|Round Valley Unified|7|||||Not Met|||2025
23656072330272|Eel River Charter|7|Attendance roster, full time aides in each classroom, small group instruction and one-one-one instruction, and whole-school mindfulness and martial arts activities, Native education, health education, art, natural resources, and music education are evidence of a broad course of study. Textbooks, Chromebooks, and other educational materials are 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. 100% of the students have access to mindfulness and martial arts activities, Native education, health education, art, natural resources and music education each school year.|Poor attendance, excessive tardies, low education/socio-economic level of families, prevalence of drugs in community, emotional trauma, 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 are barriers for students in the community.|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 mindfulness training with martial arts to combat real or perceived socio-emotional trauma. 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||2025-06-11|2025
23656150000000|Ukiah Unified|7|Measure: The district’s metric to measure broad course of study is the percentage 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 offers 21 different CTE Pathways, preparing students for college and career readiness.   *The percentage of graduates who completed a CTE Pathway increased over the last three years from 35.1% in 2021-22 to 37.8% in 2023-24, with minimal change between 2022–23 and 2023–24.  *The percentage of graduates who were College and Career Ready through CTE Pathways was relatively flat: 17% in 2022-23 to 16% in 2023-24.  *The percentage of graduates who have completed both CTE and A-G requirements increased over the last three years from 13.3% in 2021-22 to 16.8% in 2023-24, although it declined over the last two years from 19.4% in 2022-23 to 16.8% in 2023-24.  Other Course Offerings: *24 Sections of Advanced Placement *21 CTE Pathways *Middle and High School VAPA including Band, Chorus, Digital Media, Art, Theater (UHS only), Dance (UHS only)  *High School Language: French, Spanish, Spanish for Spanish Speakers, and Pomo Language I-IV  *High School Science Pathways: Agriculture, STEM, and Traditional|One barrier is that there are many courses students can choose from and some students lack an understanding of the pathway course selection which hinders them from completing 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 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 offered a dual enrollment course and will offer an additional dual enrollment course next year that will increase the ability for students to be College and Career Ready.|The LCAP continues to fund a robust CTE program, including additional CTE teachers, programs, and cost increases due to reduced CTEIG funds. Additionally, the LCAP continues to support increased counseling services. The District will also work with South Valley Continuation High School in exploring the possibility of developing a CTE Pathway for its graduates and support the further development of the Big Picture Learning program.|Met||2025-06-12|2025
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.  In addition, charter renewal is coming up and we will be prepping in the upcoming school year.|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 Reading in the upcoming school year.  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||2025-06-09|2025
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||2025-06-26|2025
23656152330413|Redwood Collegiate Academy|7|As a small independent charter school, all students have access to and participate in the same course of study designed to meet the University of California's a-g requirements. Therefore, we do not need a specific tool to track the course work. The class schedule is evidence of their course work.|As a small independent charter school, all students have access to and participate in the same course of study.|The main barrier to offering a broader range of courses is the size of the school. The number of students per grade averages to only 20 students, limiting the resources available to spend on increased staff. However, the school does offer concurrent enrollment options through Mendocino College for students in grades 11 and 12. Additionally, the school offers after school electives that include courses in archery, robotics, and yearbook.|The school offered AP Psychology to its 11th grade students this past year, providing an additional opportunity to access an advanced placement course, which we intend to continue this next year.|Met||2025-06-10|2025
23656152330454|Sequoia Career Academy|7|As a small independent charter school, all students—including unduplicated student groups and students with exceptional needs—have equal access to and are enrolled in the same broad course of study. Due to the school’s size and inclusive model, a separate tracking tool is not necessary. The master schedule and student enrollment records serve as evidence that all students participate in a comprehensive curriculum aligned with state standards across grade spans.|As a small independent charter school operating on a single campus, all students—including unduplicated student groups and students with exceptional needs—have equal access to and are enrolled in the same broad course of study. The school’s inclusive model ensures that all students participate in core academic subjects, as well as electives and enrichment opportunities, without tracking or separation by subgroup. There are no differences across grade spans or student groups in terms of access or enrollment. This structure allows the school to maintain equity and consistency in curriculum delivery, and student schedules and enrollment records confirm full participation in the comprehensive course of study.|The primary barrier to providing a broader range of courses is the school’s small size. With only 15–25 students per grade level, limited enrollment constrains funding and staffing capacity. Despite this, the school ensures access to a well-rounded education by offering core academic subjects along with a range of electives such as Fitness, Spanish, Life Skills, and Career Technical Education courses in Child Development, Hospitality, Tourism, and Recreation. Additionally, after-school electives—including archery, art, robotics, soccer, track and field, and yearbook—further expand learning opportunities for all students.|To expand access to a broad course of study, the school introduced a new CTE pathway in Food Science for 9th and 10th-grade students, providing hands-on learning aligned with industry standards. Additionally, students in grades 11 and 12 have the opportunity to enroll in dual enrollment courses at Mendocino College. The school supports participation by covering the cost of textbooks and fees, ensuring equitable access to advanced coursework and college credit opportunities for all students.|Met||2025-06-10|2025
23656156117386|Tree of Life Charter|7|Tree of Life Charter School is a Montessori elementary school that serves students TK-8 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. Students who don't demonstrate improvement using these measures are given extra supports through  work with instructional aides, after school tutoring, work with resource teacher, and social emotional support through  community resources.|As a Montessori school, Tree of Life does not use traditional textbooks and instructional materials in the classrooms,  with the exception of the secondary classroom.  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 afterwards. 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 project-based learning techniques. Special education students are rarely pulled out of class, rather services are given in the classroom. The instructional aides in each classroom help when students struggle with academics. This allows for better access for all students.|One challenge in Montessori classrooms is keeping the many materials in the many subjects updated and in good  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 2025-26 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. The number of incidents in 2024-25 that needed teacher intervention (and involved the removal of a student from the classroom to another environment) tripled from the previous school year. This is an obvious barrier that needs to be addressed.|For the 2025-26 school year, the staff will be participating in more trainings including restorative justice training and  have opportunities to visit other Montessori schools. Through the Community Engagement Initiative grant, the CEI  team will choose a focus problem that will respond to student survey data and improve access to a broad course of  study for all students: meaning responding to the increasing incidents involving students having to be removed from  the classroom. The CEI team will form a plan during the course of this two-year grant. 2024 CA Dashboard data  shows that chronic absenteeism has been reduced significantly to 8.4%, but unofficial 2025 from the school's SIS  system shows that it has increased to 18.9%. Several actions will continue to be taken to reduce chronic  absenteeism: 1. continuing the improvements in the variety of breakfast menus; 2. improving school climate by  hosting restorative justice trainings; 3. continuing a robust independent study emphasis.|Met||2025-06-16|2025
23656230000000|Willits Unified|7|Willits Unified School District uses multiple locally selected tools to monitor student access to a broad course of study across grade spans and student groups. These include **master schedule audits**, **student enrollment data by course and subgroup**, and **Aeries reports** disaggregated by grade level, English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. At the elementary level, principals use **standards-based report cards** and scheduling tools to ensure students receive instruction in all core and enrichment areas, including visual and performing arts, physical education, and science. At the secondary level, the district reviews course enrollment in **A-G, Career Technical Education (CTE), dual enrollment, VAPA, and elective courses** to identify gaps and ensure equitable access. **IEP service logs** and **placement data** are also used to monitor whether students with exceptional needs are included in the full breadth of offerings. Data is reviewed regularly during site leadership meetings and LCAP planning to identify disproportionality and inform improvements in access and opportunity.|Analysis of locally selected tools, including master schedules, Aeries enrollment data, and IEP service logs, shows that most students in Willits Unified have access to a broad course of study across all grade spans. At the elementary level, students consistently receive instruction in core subjects along with physical education, science, and visual and performing arts. However, access to enrichment opportunities such as music and art varies by site due to staffing and scheduling constraints.  At the secondary level, students have access to a range of A-G, CTE, dual enrollment, and elective courses. Enrollment in CTE and college credit-bearing courses has increased, especially through the Golden State Pathways Program. However, disparities remain. English learners and students with disabilities are underrepresented in A-G and advanced coursework. Additionally, smaller school sites—such as Sanhedrin and New Horizons—offer a more limited course selection due to staffing and program size, though efforts are underway to expand virtual and dual enrollment options to increase access.  Overall, the district has made progress in expanding access to a broad course of study, but continues to work on ensuring equitable enrollment across student groups and school sites through intentional planning, course offerings, and targeted outreach.|Analysis of local data reveals several barriers that impact Willits Unified School District’s ability to provide all students with full access to a broad course of study. A primary challenge is **staffing limitations**, particularly in specialized areas such as visual and performing arts, world language, and Career Technical Education (CTE). Smaller school sites like Sanhedrin and New Horizons face additional constraints due to limited staff and low enrollment, which restricts the number of in-person electives and A-G courses that can be offered.  **Scheduling constraints** at the secondary level also limit student access, especially for English learners and students with disabilities, who may be placed in support or intervention classes in lieu of enrichment or advanced coursework. Additionally, **transportation and facility access** pose challenges for students participating in off-site dual enrollment or regional programs, particularly those from low-income or rural backgrounds.  Lastly, some families report limited awareness of available course options, highlighting the need for **improved communication and academic counseling**, particularly for historically underserved student groups. These barriers are being addressed through virtual course expansion, increased counselor outreach, and partnerships with Mendocino College and community organizations.|In response to the data, Willits Unified School District is implementing several actions to ensure equitable access to a broad course of study for all students. The district is expanding **dual enrollment and virtual course offerings** through Mendocino College and Bright Thinker, particularly at small and alternative school sites like Sanhedrin and New Horizons, to increase access to A-G, CTE, and elective courses. To address staffing gaps, the district is exploring **shared teaching models** and partnerships with county and regional agencies to provide specialized instruction in visual and performing arts, world language, and STEM.  Additionally, WUSD is strengthening **academic counseling and course planning support**, with a focus on early outreach to English learners, foster youth, and students with disabilities to promote enrollment in advanced coursework and pathways. The master schedule process is being redesigned to reduce tracking and scheduling conflicts that limit access to electives for students enrolled in intervention or support classes.  Site administrators are also using disaggregated enrollment data to identify and address disparities, with regular monitoring during LCAP planning and leadership meetings. These actions are part of the district’s broader commitment to expanding opportunity and ensuring every student has access to a rich and diverse educational experience.|Met||2025-06-12|2025
23656230112300|La Vida Charter|7|Parents fill out a curriculum choice form, or teachers provide a list of course books and those are check out or ordered for the students.  All books and materials are tracked through the library system which is one measure. Teachers check to see that families have what they need and if something is missing then a request is made.  There are procedures which work well in a small school environment.|Parents choose what materials they would like and certain criteria have to be fulfilled.  All students have access to full comprehensive curriculum and must choose and work with one of the choices.  In High School there are over 249 courses, There are a few prerequisites, but these are open to all students.|There are no barriers at La Vida.  Access to internet because of location can be a challenge, but it can be managed.|This is the fun part of what La Vida offers.  Every year there is something new to participate in and learn. New offerings happen to keep the excitement going.|Met||2025-06-26|2025
23656230125658|Willits Elementary Charter|7|WECS tracks how many students have access to a broad course of study through weekly teacher meetings, SST meetings with parents of students who are struggling with some aspect of school (academic, emotional, social, or behavioral needs). All students have access to technology and to text books as well as all teacher-created content. Students receiving special education services are asked when they want to have those services and we ensure that the time out of class is not during core instructional time.|All students have access to all technology, textbooks, teacher-created materials and all field trips or other special programs. No students are excluded. We ensure that we have supports in place to help students that need extra help and we create plans to provide extra supports when needed. There are no differences across grades or across student groups. Students have access to art, music, PE, garden and Spanish classes in addition to their core grade-level coursework.|Some students' needs are great and we have limited staff to help students focus, take breaks, or to redirect their attention. The barriers to accessing education are the lack of more staff to support struggling students.|WECS has employed an additional classroom aide to work one-on-one with 2 students who struggled. We also use staff to provide support in additional work spaces outside the regular classroom, so students can focus in another classroom or in the office with an adult to work with them.|Met||2025-06-24|2025
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||2025-06-24|2025
23738660000000|Potter Valley Community Unified|7|PVCUSD is continuing to review 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 : Agriculture Mechanics Agriscience Arts, Media, Entertainment 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 moved 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||2025-06-26|2025
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, a-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||2025-06-26|2025
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||2025-06-25|2025
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 a CTE Coordinator who can facilitate communication with the ROP department at MCOE and Student Programs. 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. We have also started offering targeted support classes for our English Learners and long Term English Learners. 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||2025-06-16|2025
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||2025-06-16|2025
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 for accessing courses. Intervention and support are provided for students to access courses as needed.|There are no differences in access to a broad course of study among the student groups. (Note: As a charter school, CBCS is essentially a single-site LEA, so there is no need to address access across multiple school sites.) Students who enroll in the school have access to the same curriculum and courses as that of their peers. Students are assigned the curriculum and courses based primarily on student credit deficiencies, student input, and teacher recommendation. Because CBCS students enroll 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||2025-06-16|2025
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. Visual and performing arts are addressed through a visual and performing arts teacher on special assignment, who ensures interested students have the ability to experience a start to finish theater production. Music lessons are provided in the primary grades, and students in upper grades have access to join their school band. At the District's three junior high schools, all students are enrolled in English/Language Arts, Social Sciences, PE, Science, and Mathematics, and receive mandated health education. All junior high schools have access to the applied arts and the visual and performing arts through additional STEAM funds, band, and our arts program. Offerings of courses such as foreign language and career technical education are driven by student interest and are available outside of the core, as teacher credentialing allows.|At our elementary sites, the barrier to providing the health and visual and performing arts as separate courses of study in the school day is the lack of time to complete all required core areas as well as addressing needs in English Language Development and the need for intervention blocks for remediation and re-teaching. Junior high schools face the barrier of limitations in course offerings in foreign language, applied arts, and career technical education due to a lack of teachers credentialed in multiple areas of study.  The District 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 has also been increased to include primary level classrooms in addition to the intermediate opportunities already available. 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||2025-06-24|2025
24656490000000|Ballico-Cressey Elementary|7|All students have access to the full curriculum at all times.  We are a one on one to school which each student is given a chromebook that they can take home daily.  The chromebooks have all of their curriculum already downloaded when given to students so they have access to curriculum both at school and at home.  If a students' chromebook breaks, the school provides them with a replacement chromebook until the damaged chromebook is repaired and returned.|All students have grade level state adopted curriculum in each subject.  Teachers hold Multiple Subject Credentials or have met intern eligibility to fulfil this requirement. All students have access to the full curriculum at all times.  We are a one on one to school which each student is given a chromebook that they can take home daily.  The chromebooks have all of their curriculum already downloaded when given to students so they have access to curriculum both at school and at home.  If a students' chromebook breaks, the school provides them with a replacement chromebook until the damaged chromebook is repaired and returned.|No barriers have been identified at this time.|BCSD will continue our highly effective model for access for all.  BCSD is committed to providing access for all students by any means necessary.|Met||2025-06-26|2025
24656496025381|Ballico-Cressey Community Charter|7|All students have access to the full curriculum at all times.  We are a one on one to school which each student is given a chromebook that they can take home daily.  The chromebooks have all of their curriculum already downloaded when given to students so they have access to curriculum both at school and at home.  If a students' chromebook breaks, the school provides them with a replacement chromebook until the damaged chromebook is repaired and returned.|All students have grade level state adopted curriculum in each subject.  Teachers hold Multiple Subject Credentials or have met intern eligibility to fulfil this requirement. All students have access to the full curriculum at all times.  We are a one on one to school which each student is given a chromebook that they can take home daily.  The chromebooks have all of their curriculum already downloaded when given to students so they have access to curriculum both at school and at home.  If a students' chromebook breaks, the school provides them with a replacement chromebook until the damaged chromebook is repaired and returned.|No barriers have been identified at this time.|Ballico-Cressey Community Charter will continue our highly effective model for access for all.  Ballico-Cressey Community Charter is committed to providing access for all students by any means necessary.|Met||2025-06-26|2025
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.  Our 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 and our learning management system, Empower.  Students and parents have access to both systems and Empower is now part of our instructional program whereby students can self-monitor their assignments, work completion and proficiency growth.  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.   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||2025-06-24|2025
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 9-12 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||2025-06-25|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 school year gave a score of 100%. There is only one site per grade range; therefore, there are no access differences across sites. It was the determination of the district while using the self evaluation tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 22.00 teachers for grades 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||2025-06-10|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 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||2025-06-23|2025
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 Pre Kindergarten (UPK) program.|LUSD includes 3 elementary schools and 1 middle school.  All students have access to a broad course of study based on class and master schedules.  Students with special needs have access to services based on the needs designated in their Individualized Education Plans (IEP) and have access to extended school year based on student need per their IEP.  Identified students from all sites have access to Summer Academy for academic intervention and support.   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 and music lessons as well as organized PE activities through designated art, music, and PE teachers.  All middle school students have access to various electives per the master schedule. Two new electives will be added for middle school students for the 2025-26 school year.|The district serves a predominantly lower socioeconomic student population and places a strong emphasis on student nutrition. To support student well-being and remove barriers to learning, the district provides freshly prepared meals daily to ensure students receive proper nourishment. Additional 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. Staffing credentials and class schedules can also pose barriers to elective offerings.|LUSD is entering year 2 of a 3-year partnership with California Education Partners (CEP), a non-profit funded by the Bill and Melinda Gates Foundation to support student achievement and underserved populations. The CEP team includes site and district staff, focusing on preschool through grade 3 teachers, with the goal of improving systems, policies, and practices to strengthen coherence in early math instruction.  Additionally, Livingston Middle School will begin a 3-year partnership with the Learning Forward Math Network, in collaboration with MCOE, focused on strengthening the improvement cycle through curriculum evaluation.  To support literacy, the district will implement a comprehensive plan aimed at increasing achievement across all grade levels. LUSD also continues to enhance its multi-tiered system of support (MTSS) to promote student success districtwide.  In support of multilingual learners, LUSD has joined MCOE’s Multilingual Network, with the primary goal of improving English Learner reclassification rates, especially for Long-Term English Learners. This three-year partnership began with a comprehensive analysis of systems, data, and practices to understand student needs. In year two, the focus shifts to implementing best practices and professional learning aligned with the California English Learner Roadmap to strengthen support for multilingual learners.|Met||2025-06-17|2025
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. 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 process and in partnership with the county office of education.|A barrier identified at the secondary schools is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students.  LBUSD continues to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students. There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study. LBUSD provides access to core instructional materials for students with disabilities. LBUSD is examining the course of study 7-12 to refine the services that SWD students receive and to ensure access to the California State Standards.|The District engages 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 science curriculum (K-12) and math curriculum (7-12) adopted last year. This year, LBUSD provided LETRS training to 3 cohorts (120) of K-6 teachers to deepen their understanding of literacy instruction. LBUSD will begin a 4th cohort of 40 teachers in the 2025-26 school year. LBUSD continued to meet 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. LBUSD has also invested in a social emotional curriculum platform to provide students with tier1, 2, and 3 supports through LBUSD counselors.|Met||2025-06-18|2025
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 lilmited 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||2025-06-24|2025
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 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 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 (88%), and MCSD promotes access to all courses and extracurricular activities to students from diverse backgrounds (88%).|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 quarterly student information system audits (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||2025-06-24|2025
24657890000000|Merced Union High|7|MUHSD uses several locally selected tools to monitor and ensure that all students, across grade spans, unduplicated student groups, and individuals with exceptional needs, have access to and are enrolled in a broad course of study. The Aeries Student Information System is used districtwide to schedule and track student enrollment, course access, attendance, discipline, interventions, and participation in special programs, including services for English Learners and students with disabilities. To support data-driven decision-making, MUHSD also utilizes ParsecGo, Panorama, and California College Guidance Initiative. ParsecGo enables staff to disaggregate data and  provides dashboards to monitor graduation progress, CTE pathway completion, and A-G course fulfillment. Panorama focuses on students’ social-emotional learning and academic progress, helping to identify additional areas of need.  CCGI provides students, families, and educators with a free, data-driven platform to support college and career planning, track academic progress, and streamline applications for postsecondary education and financial aid.  Together, these platforms ensure equitable access to a broad course of study and support continuous monitoring and improvement across the district.|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.  This schedule also allows access to CTE courses that fit with student interests.|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. MUHSD continues 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||2025-06-11|2025
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||2025-06-12|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 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||2025-06-19|2025
24658390000000|Snelling-Merced Falls Union Elementary|7|Being a small rural school with small classroom sizes, staff can manage to offer all students with access to a broad course of study in addition to educational field trips, a sports program, educational partnerships throughout our community for all students, including our students with exceptional needs.|All students at Snelling School have the opportunities of a broad course of study.  Our computer lab offers standard driven curriculum, an implemented STEM program, as well as, an established arts and music program in addition to our core curriculum of ELA, ELD, math, science and history.|We are a small rural school with 5 self contained classrooms.  We serve 57 students in TK-8th grade and offer all students a broad course of study.|There will not be any revisions for the 2025-2026 school year.|Met||2025-06-17|2025
24658620000000|Weaver Union|7|As an elementary district, we are committed to ensuring that all students across all grade spans have equitable access to a broad course of study. Our daily and bell schedules are intentionally designed to support this access, providing dedicated instructional time for core academic subjects, enrichment, and support services.  This commitment is further reinforced through structured staff collaboration, grade-level planning, and the use of districtwide pacing calendars that ensure alignment and continuity of instruction. Academic Coaches play a critical role in supporting teachers with curriculum implementation, differentiated instruction, and integration of content areas—ensuring all students, including English learners, students with disabilities, and socioeconomically disadvantaged students, receive a comprehensive and inclusive educational experience.|All students have access to and are enrolled in a board course of study.|None Identified|As an elementary district, we are committed to providing all students across all grade spans with equitable access to a broad course of study. Our daily and bell schedules are intentionally designed to ensure instructional time is appropriately allocated for core academics, enrichment opportunities, and intervention supports.  This access is reinforced through structured collaboration time, grade-level planning, and the use of pacing calendars, supported by our Academic Coaches. These efforts ensure curriculum alignment and instructional continuity across classrooms and grade levels.  To strengthen services for English learners and newcomer students, the district hired an English Language Development (ELD) Coach. This role supports teachers in delivering high-quality, designated and integrated ELD instruction and provides targeted assistance to students.  In addition, one of this year’s District Initiatives is focused on using data more systematically. We will engage administrators, teachers, support staff, and even students in reviewing data related to access, instruction, and achievement across all content areas. This will help us evaluate the breadth and quality of our course offerings and identify areas for instructional improvement and enhanced teacher efficacy.|Met||2025-06-20|2025
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||2025-06-23|2025
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.|The district offers World Language courses at the middle school level in grade 7. This allows students to enroll and successfully complete Spanish I before entering high school by completing Spanish 1 in 8th grade and introduction to Spanish in 7th grade. The district will expand CTE pathway introductory courses of ag mechanics to middle school students in the upcoming school year.|Met||2025-06-25|2025
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||2025-06-09|2025
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. 5.  Monitoring CTE pathway completion and participation rates.|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 2024-2025 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. In addition, the leadership team at Dos Palos High School is expanding CTE offerings through a new grant.  DPHS will add one more pathway focused public safety using the Golden State Pathway grant.  Westside High School is set to benefit from CSI and Equity Multiplier Funding,|Met||2025-06-26|2025
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) 50/50 Program in grades TK-6.   2025-26 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 for dual and concurrent enrollment through Merced College -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 (DLI) 50/50 Model 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 in looking at NWEA, ELPAC and CAASPP data to monitor student growth and progress.|"DUSD acknowledges a need to better support our EL Newcomer students to address their basic language skills of non-English speakers, as well as academic content. Rosetta Stone will continue as a support curriculum to help enhance a Newcomer's access to the new language and, at the secondary level, the program will be transformed to a ""push in"" model that will challenge Newcomer students to engage with their peers in more content courses with targeted support. In addition, a more robust after school tutoring program with a focus on LTELs and prevention of LTELs will be added to serve the 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, paraprofessionals, Principals, Multilingual Program Specialists and district personnel will receive purposeful training, guidance, coaching and mentoring revolving around early literacy instruction with an emphasis on Tier I intervention planning, implementation, monitoring and follow through with the 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-4 will increase literacy and reduce the achievement gap of our low socioeconomic, English Learners, Foster Youth, and SPED Students. In grades 6-12 ERWC will increase literacy and close the literacy gap."|Met||2025-06-10|2025
25102560000000|Modoc County Office of Education|7|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked.|Met||2025-06-09|2025
25658960000000|Surprise Valley Joint Unified|7|Our LEA is small and very rural. Teachers at the high school level see all students every day. The high school provides A-G and CTE pathwas, along with students taking online classes through a community college. The high school does theor best to provide a variety of elective classes that will meet the district's 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 pathways and we are working on developing another pathway through our Ag program. College courses are available to all students in grades 9-12.|Barriers for our district are our small numbers, which makes it more difficult to offer a wider variety of classes. Limited number of qualified 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 all of our students are doing. 23. 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. Over the past couple of years, recruiting and retaining qualified teachers has also been a barrier. 4. The LEA is trying to offer a broad course of study to all of our students, based on the resources and funding that we have avilable to us.|Met||2025-06-26|2025
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 2024-25 school year 100% of MJUSD students had access to a broad course of studies as defined by California Education Code 51210 and 51220 (a) – (i). Our elementary school offers access and enrollment in the seven areas identified as a broad course of study for the grades served. Students can also access some courses, such as visual and performing arts, both within and outside the regular school day in clubs and our comprehensive after school program offered. Additional offerings include a comprehensive STEM lab, music, and library. Our middle school has an additional intervention teacher built into the day. All student groups have access to Elective courses that are offered during the school day. After school tutoring is also offered for all student groups. Designated ELD is built into the day for English Learners and students with exceptional needs receive access both through a Specialized Academic Instruction model. At the high school students have access to A-G classes, CTE classes, AVID classes, intervention during the day, and summer school classes. Students also have the opportunity for both music and art. CTE programs include welding, woodshop, video production, and 3-D design. In addition, all students have the opportunity to learn leadership through our high performing comprehensive FFA program.|Barriers for our students include our comprehensive small school setting at the high school. We have some classes that are only offered once during the day due to small numbers of students. A barrier for access to before and after school programs is transportation.|Funding for many of these programs is imbedded in our Local Control Accountability Plan (LCAP). Regular analysis of enrollment in these courses helps inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7 for our unduplicated students. New actions this year include a full-time STEM teacher at our elementary school.|Met||2025-06-10|2025
25735930000000|Tulelake Basin Joint Unified|7|The LEA uses several locally selected tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. Student Information System (SIS) reports are regularly reviewed to track course enrollment across grade spans, including core academic subjects, visual and performing arts, career technical education (CTE), world languages, and physical education. Master schedules and course rosters are analyzed annually to ensure that all students—including unduplicated student groups such as English learners, foster youth, and low-income students—have equitable access to a wide range of courses.  For students with exceptional needs, Individualized Education Program (IEP) documentation and scheduling records are reviewed to confirm they are receiving instruction aligned with the general education curriculum, with appropriate accommodations or modifications. In addition, counseling and academic planning meetings are documented to ensure that secondary students are aware of and supported in enrolling in courses that reflect a broad and balanced educational experience. Together, these tools support the LEA in identifying potential gaps, promoting equity, and making informed decisions to strengthen access for all students.|Using locally selected tools such as student information system reports, master schedules, course rosters, and IEP documentation, the LEA has determined that all students have access to and are generally enrolled in a broad course of study across all grade spans. Students in grades K–5 receive instruction in core subjects along with regular access to physical education and arts instruction. At the middle and high school levels, students are offered a range of electives, including CTE courses, visual and performing arts, and world language opportunities.  Progress has been made in recent years to expand access to CTE and visual/performing arts courses at the high school level, including the addition of new pathway-aligned classes and improved outreach during academic counseling. The LEA continues to monitor enrollment data to ensure equitable participation across all student groups and to identify and address barriers where they exist. Efforts are ongoing to improve course access for unduplicated students and students with exceptional needs through more individualized academic planning and targeted support.|One significant barrier is limited staffing and course availability, particularly in specialized areas such as visual and performing arts, CTE pathways, and world languages. Smaller school sites with lower enrollment face challenges in offering a full range of electives due to staffing constraints and the need to prioritize core academic subjects.  Additionally, scheduling conflicts can restrict student access to elective courses, especially for students who require intervention or support classes in reading, math, or English language development. These required supports can unintentionally displace elective opportunities, particularly for English learners and students with IEPs.  A third barrier is transportation and time constraints, which can affect student participation in off-site or extended-day programs, such as dual enrollment or work-based learning opportunities.  Lastly, awareness and academic planning support can vary across student groups. Some students, particularly those from unduplicated groups, may not be fully informed about the breadth of course offerings or may lack guidance in developing a four-year plan that includes a balance of academic and enrichment opportunities.  The LEA is actively working to address these barriers through strategic scheduling, professional development, expanded academic advising, and efforts to build internal capacity to offer a broader range of high-quality courses.|To address staffing and scheduling limitations, the LEA is exploring flexible scheduling models, including shared staffing across sites and multi-grade elective courses, to expand offerings in CTE, visual and performing arts, and world languages. Where possible, the LEA is also leveraging virtual course options and dual enrollment partnerships to increase access to specialized subjects that are otherwise difficult to staff locally.  To ensure that intervention and support classes do not unintentionally limit access to enrichment courses—especially for English learners and students with IEPs—the LEA is reviewing and revising master schedules to create more flexibility and is exploring integrated support models. This approach allows students to receive targeted instruction while remaining enrolled in general education electives.  The district is also strengthening academic planning supports. Counselors are working more closely with students and families to develop individualized learning plans that include a full range of course opportunities. This includes intentional outreach to underrepresented student groups to ensure they are aware of and encouraged to enroll in elective and advanced coursework.  In addition, the LEA is investing in staff development to better align course offerings with student interest and career pathways, ensuring that course catalogs reflect student needs and current workforce trends.  Through these targeted actions, the LEA aims to remove structural b|Met||2025-06-18|2025
26102640000000|Mono County Office of Education|7|Jan Work Community School is 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. Last year we implemented the UC Scout curriculum for four classes and this year for four more classes. 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. (For the second school year in a row 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 24-25 school year, all of our students enrolled at Jan Work Community earned credits and we had 3 students meet their graduation requirements of 200 credits first semester and then transfer to Mammoth High School for the second semester to graduate there in lieu of graduating with us. 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 2024-2025 school year, we continued to use 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||2025-06-26|2025
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 as well as concurrent community college enrollment opportunities.|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 identified a teacher with CTE credentials and will lay the groundwork and pilot our first CTC class in Business starting in the Fall of 2025. Furthermore, UCCS will commence providing Intersession classes and Credit recovery opportunities to close student learning gaps, enhancing access to a broader course of study for all students.|Met||2025-06-13|2025
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||2025-06-18|2025
26736920000000|Mammoth Unified|7|Mammoth Unified School District (MUSD) uses multiple locally selected tools to track the extent to which all students—across grade spans and student groups—have access to and are enrolled in a broad course of study. At the elementary level (TK–5), instructional minutes, master schedules, and curriculum maps are reviewed to ensure students receive regular instruction in ELA, math, science, history-social science, PE, visual and performing arts, and integrated ELD.  At the secondary level (grades 6–12), MUSD uses Aeries enrollment data, course scheduling reports, and graduation progress tools to monitor access to core content, electives, visual and performing arts, CTE, world languages, PE, and A–G-aligned college-prep pathways. School counselors guide students in selecting a balanced and academically appropriate schedule.  For students with exceptional needs, access is monitored through IEPs, inclusion practices, and collaboration between general and special education staff to ensure participation in general education settings with needed supports.  Disaggregated data is reviewed to ensure that English Learners, low-income students, and foster youth are equitably represented in all courses, including advanced and enrichment opportunities. Site leadership teams conduct regular reviews of enrollment patterns as part of equity audits and program monitoring, helping to ensure all students benefit from a full and engaging course of study.|Mammoth Unified School District (MUSD) uses Aeries data, master schedules, and IEP records to monitor access to a broad course of study. TK–5 students receive instruction in all core subjects, and 6–12 students access A–G courses, CTE, arts, PE, and world languages. While access is consistent districtwide, smaller sites like Sierra High School offer fewer electives due to enrollment. English Learners and socioeconomically disadvantaged students are underrepresented in advanced courses, prompting MUSD to expand counseling, tutoring, and outreach. IEP teams ensure inclusive access for students with disabilities. MUSD continues to address equity gaps through data-driven, student-centered planning.|Geographic isolation and small school size further challenge the ability to offer specialized programs, including world languages and Career Technical Education (CTE) in certain industry sectors. While online and dual enrollment options help mitigate these gaps, not all students can access or succeed in independent learning formats without additional support.  Disparities in early academic readiness and lack of consistent academic counseling also contribute to underrepresentation of English Learners and socioeconomically disadvantaged students in advanced coursework. Language barriers, limited family familiarity with the school system, and reduced access to enrichment opportunities may prevent some students from pursuing rigorous academic pathways.  For students with disabilities, access may be limited by staffing shortages in specialized instructional support and scheduling conflicts, especially in inclusion settings where general education and special education coordination is essential. To overcome these barriers, MUSD is investing in staff professional development, expanding virtual course offerings, increasing access to academic counseling, and strengthening systems to support inclusive scheduling and student advocacy—ensuring all students are given equitable opportunities to participate in a broad and engaging course of study.|In response to the data, Mammoth Unified School District (MUSD) is expanding access to online and dual enrollment courses. The district is increasing academic counseling and targeted outreach to ensure English Learners and socioeconomically disadvantaged students are represented in advanced coursework. MUSD is also investing in professional development to support inclusive practices and improve scheduling for students with IEPs. Efforts to align course offerings across sites and strengthen collaboration between general and special education staff are underway to ensure all students can access a broad, rigorous, and engaging course of study.|Met||2025-06-26|2025
27102720000000|Monterey County Office of Education|7|The Alternative Education environment provides all students with access to a broad course of study that promotes academic growth and aligns with individualized graduation plans. Enrollment records and transcripts are proactively reviewed to ensure that each student (particularly those from unduplicated student populations, including incarcerated youth, probation youth, expelled youth, and students with disabilities) receives a comprehensive and equitable educational experience tailored to their needs and goals.|Alternative Education curriculum and instruction support 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 can access dual enrollment through our local community colleges.|Chronic absenteeism remains a significant barrier to students accessing a broad course of study in the Alternative. Education. According to the most recent data, Salinas Community School reported a chronic absenteeism rate of 58%, underscoring the ongoing need for targeted attendance interventions. Frequent absences limit students’ ability to engage consistently with coursework, leading to gaps in learning and diminished progress toward graduation. Additionally, mid-semester transitions to Alternative Education are often the result of changes in student status, such as disciplinary actions, probation, or other life disruptions. These transitions further complicate access to a cohesive and comprehensive academic experience, interrupt course continuity, and delay the alignment of new students with appropriate credit recovery or academic pathways.|Alternative Education programs have provided staff with a variety of professional development opportunities in the areas of Social Emotional Learning (SEL) and Trauma-Informed Educational Practices to support a positive school  2025-26 Local Performance Indicator Self-Reflection for Monterey County Office of Education Page 14 of 16 environment, ease school transitions, and improve attendance rates. Alternative Education will continue to develop hands-on experiential learning with a focus on digital media arts to support student engagement, collaborative projects, and an introduction to basic engineering.|Met||2025-06-25|2025
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 effectively provide 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 receive equitable education access. The Intervention Team, composed of the Director(s) of Education, Assessment Coordinator, and Intervention Teachers, evaluates the academic progress of all students. Benchmark test data is disaggregated to identify students in need of intervention services. The team recommends students to the SST process and supports them with managing student action plans to ensure equitable access to a broad course of study.|Students receive standards-based instruction in content classes. Academic instruction includes in-depth studies of cultures and philosophies worldwide, science 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, and blacksmithing. 7th and 8th grade students engage in elective courses. Students can access 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 participate fully. Instructional aide support is provided from TK to second grades to facilitate the successful engagement and access to a broad course of study for all students. MBCS actively works to keep all students in the classroom for academic, curricular, and equal access opportunities, and to ensure all students' healthy and appropriate social development. The school's fiduciary investments aligned with LCAP goals have increased access to a broad course of study.|MBCS offers a broad course of study across all academic areas and multiple enrichment and extracurricular courses both during and after school. The courses and coursework increase in complexity as developmentally appropriate for the student's age. The enrichment courses progress over time as follows: Handwork (knitting, sewing, weaving, fiber arts, (1- 8th), Gardening (3), Instrumental Music (3-8), 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 the school's MTSS group makes recommendations for improvement 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 is vertically aligned with the grades. The school is working on P-3 alignment based on new guidance from the state.|Met||2025-06-03|2025
27102720116491|Open Door Charter|7|ODC utilizes locally developed graduation profiles, weekly progress monitoring meetings, and individualized learning plans to ensure that all students have access to, and are enrolled in, a broad course of study aligned with their academic needs and goals. These tools allow staff to regularly assess course access and completion based on grade spans, unduplicated student groups, and students with exceptional needs. ODC’s independent study model supports flexible, personalized scheduling that accommodates varied learning pathways, including core academic subjects, career readiness, and credit recovery. Priority registration is offered to unduplicated student groups to ensure equitable access to essential coursework.|ODC ensures that all students have access to, and are enrolled in, a broad course of study tailored to their educational goals. The curriculum is designed to support personalized learning pathways aligned with graduation requirements, academic interests, and college and career readiness. Dual enrollment opportunities through the local community college further expand access to postsecondary coursework. To support and enhance this access, ODC teachers participate in ongoing professional development focused on aligning instruction with academic standards while integrating student interests and future career goals. Teachers also engage in collaborative planning and training with other MCOE Alternative Education sites to promote consistency and instructional quality.|Based on locally selected measures such as individualized graduation plans, student-teacher progress meetings, and academic monitoring, ODC has identified several key barriers that impact student access to a broad course of study. A primary challenge is students' difficulty balancing academic responsibilities with adult obligations such as work, parenting, and transportation limitations. As an adult-serving independent study program, many ODC students require flexible scheduling and remote learning options to maintain continuity in their education. Transportation to the main campus remains a significant barrier for some students, limiting their ability to participate in in-person instruction, support services, and enrichment opportunities. Additionally, life circumstances often result in interrupted enrollment or inconsistent attendance, which can delay progress toward graduation and reduce exposure to elective or supplemental coursework.|ODC is implementing several actions to ensure all students have access to a broad course of study. Recognizing the challenges faced by students in balancing adult responsibilities with academic demands, ODC continues to prioritize flexible and individualized learning models. To address barriers such as inconsistent attendance and engagement, staff are provided with ongoing professional development in key areas, including student engagement, Social Emotional Learning (SEL), Trauma-Informed Educational Practices, and Diversity, Equity, and Inclusion (DEI). These trainings equip educators with strategies to better understand and respond to the complex needs of the student population, fostering a more inclusive and supportive school environment. Additionally, ODC is exploring expanded learning opportunities and strengthening community partnerships to offer more accessible academic and wraparound services. These efforts aim to reduce the impact of transportation and life-related barriers, improve continuity in instruction, and enhance equitable access to a wide range of courses aligned with students’ graduation and postsecondary goals.|Met||2025-06-25|2025
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||2025-06-12|2025
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.|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.|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||2025-06-25|2025
27102726119663|Oasis Charter Public|7|Oasis Charter Public School uses a combination of locally selected tools and tracking systems to monitor student access to a broad course of study. These include the school’s master schedule, student rosters, IEP service logs, intervention records, enrichment participation lists, and internal curriculum maps aligned to California content standards. These tools are used to ensure that all students, including unduplicated student groups and individuals with exceptional needs, are enrolled in core content areas such as English Language Arts, Mathematics, Science, and History-Social Science, as well as enrichment programs including Art, Music, Dance, and Physical Education. The school’s small class sizes and personalized approach allow staff to monitor individual student access closely and make adjustments when needed. The Student Study Team (SST) process and IEP reviews provide an additional layer of oversight to ensure that students with exceptional needs receive both specialized services and equitable access to general education and enrichment opportunities.|All students at Oasis Charter Public School have access to, and are enrolled in, a broad course of study that includes core academic subjects as well as a variety of enrichment opportunities. The school’s master schedule ensures that every student receives daily instruction in English Language Arts and Mathematics, with integrated Science and History-Social Science content. Enrichment programs, including Art, Music, Dance, and Physical Education, are scheduled weekly for all students in grades TK–6, with no differences in access between student groups or classrooms.  Unduplicated students and students with exceptional needs are fully included in general education courses and enrichment offerings, with modifications and supports provided as needed. The SST and IEP processes ensure that these students receive both specialized instruction and full access to the broader curriculum. Due to the school’s single-site structure and small enrollment, there are no discrepancies across school sites. Over the past two years, the school has expanded its enrichment offerings and increased access to hands-on, project-based learning aligned with academic standards, ensuring that all students benefit from a well-rounded educational experience.|While all students at Oasis Charter Public School currently have access to a broad course of study, several barriers limit the school’s ability to expand or deepen these offerings. The most significant barrier is staffing capacity. As a small school with a limited budget, Oasis must prioritize core academic staffing, which restricts the frequency and variety of enrichment classes that can be offered during the school day. The school relies on part-time specialists and external partnerships to provide enrichment such as art, music, and physical education, but scheduling and funding constraints limit consistency and availability.  Another barrier is facility space. As enrollment grows and the school adds additional grade levels, instructional space must be shared creatively, which can limit the number of concurrent enrichment or intervention programs that can be scheduled. In addition, while all students with exceptional needs are included in the general curriculum, the need for individualized supports sometimes limits their full participation in certain hands-on or group-based enrichment experiences. Despite these challenges, Oasis continues to seek creative solutions, including community partnerships and grant opportunities, to expand access and maintain equity across all student groups.|In response to identified barriers and feedback from staff and families, Oasis Charter Public School has taken several steps to ensure all students continue to have equitable access to a broad course of study. The school has expanded partnerships with local organizations and contractors to offer enrichment programs such as visual and performing arts, physical movement, and STEM activities on a rotating basis. These partnerships help extend offerings without requiring full-time staff for each subject area.  Additionally, the school is refining its master schedule to better integrate enrichment time with intervention blocks, ensuring that students receiving academic support or specialized services do not miss out on hands-on, creative learning opportunities. Oasis is also exploring additional grant funding and fundraising efforts to increase access to instructional materials and staffing for enrichment programs.  To support students with exceptional needs, the school has enhanced collaboration between special education and enrichment staff to provide appropriate scaffolding and ensure inclusive participation. Moving forward, Oasis will continue to evaluate access across all student groups and adjust scheduling, staffing, and resource allocation to maintain and expand a well-rounded educational experience for every student.|Met||2025-06-24|2025
27659610000000|Alisal Union|7|Access to a broad course of study was guaranteed as follows:  The Alisal Union School District is steadfast in its commitment to ensuring that all students have equitable access to, and are actively enrolled in, a broad course of study. This commitment is upheld consistently across all school sites and for every student group, without any disparities. To rigorously track and verify this access and enrollment, the District employs a multi-faceted approach, utilizing several key measures and established protocols.  Specifically, our measures include: District-Adopted Instructional Minutes, Annual Williams Review Documentation, Universal Material Accessibility; Local Control Accountability Plan (LCAP) Actions; and, Targeted Supports for Schools.|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.|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||2025-06-25|2025
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 has been addressed as the district is connected using fiber.|No new actions will be needed to address students access to a broad course of study.|Met||2025-06-10|2025
27659870000000|Carmel Unified|7|Carmel Unified School District (CUSD) uses several tools to monitor student enrollment and course access, including CALPADS, California Dashboard, DataQuest, Aeries (Student Information System), and College Board AP reports. These tools provide comprehensive data by grade spans, student groups (including unduplicated students), and students with exceptional needs.|CUSD offers a broad course of study consistent with California Education Code and beyond. Grades 1–8 students have access to core subjects—ELA, math, history/social science, science—plus VAPA, PE, world languages, garden/habitat programs, library, and technology classes. Grades 9–12 access all these plus electives, CTE, dual enrollment, and 16 Advanced Placement courses. The district prioritizes inclusive education through a Co-Teaching Model, providing the least restrictive environment for students with special needs.|CUSD currently identifies no major barriers to providing broad course access. However, as the district operates only one comprehensive high school, enrollment size and staffing constraints may limit the expansion of course offerings without impacting existing programs.|During the 2024–25 school year, CUSD expanded access to a broad course of study by increasing dual enrollment and CTE opportunities at both high schools. Carmel High School launched a full dual enrollment pathway with two sections (6 college credits) and introduced Biotechnology with two full sections. Five additional dual enrollment courses were approved for 2025–26—Handbuilding 1A/1B (VAPA), Introduction to Graphic Design, Introduction to Photoshop, and Theater (CTE)—with priority enrollment for unduplicated students. Carmel Valley High School expanded English 1A to a second semester, increasing participation. CUSD was awarded two additional CCAP grants, and the CaliforniaColleges.edu (CCGI) platform was implemented for grades 9–11. For 2026–27, the district is exploring dual enrollment opportunities to enhance the Engineering Pathway and establish a new CTE pathway at Carmel Valley High.|Met||2025-06-18|2025
27659950000000|Chualar Union|7|Chualar Union School District uses several locally selected measures to track access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs. Textbook selection is guided by a teacher-led piloting process and is aligned with the most recent state-approved instructional materials list, ensuring consistency with California’s curriculum frameworks. All students have access to their own standards-aligned textbooks and instructional materials in reading/language arts, math, science, and history/social science for both classroom and home use.  The district monitors access through grade-span-specific implementation of electronic and paper-based curricula, ensuring materials meet the diverse needs of students from TK/K through 8th grade. The Home Language Survey helps assign students to appropriately credentialed teachers in English Only or Bilingual classroom settings, further ensuring that all students, including English learners and students with exceptional needs, receive instruction that is equitable, standards-based, and responsive to their learning requirements.|Chualar Elementary School monitors all students' academic progress to ensure they are working within their zone of proximal development. Multiple assessments are used to track student success and ensure access to a broad course of study, including the ELPAC for English learners, CAASPP assessments (Smarter Balanced for ELA and Math, CAST for Science), and local tools like iReady, benchmarks, and unit tests. The school supports student learning through various state and federally funded programs, such as Title I, Title II, Title III, Special Education, Lottery funds, ASES, and ELOP. The County Office’s Williams Settlement Team verifies that all students receive the adopted curriculum and have access to grade-level standards across subject areas|One of Chualar Union School District’s key LCAP goals is to increase overall student attendance and reduce chronic absenteeism, a persistent challenge influenced by complex factors. These include parents leaving early for work, lack of access to healthcare, overcrowded living conditions, and language barriers among families who speak Triqui or Mixteco. Additionally, the district has a high number of students requiring Special Education services and is currently involved in the Compliance and Improvement Monitoring (CIM) process. This state-mandated process helps identify root causes of performance issues and supports the development of targeted action plans to address compliance and student achievement concerns.|In response to the results of locally selected measures, Chualar Union School District has implemented and will continue to implement several key actions to ensure all students have access to a broad course of study. These include providing targeted professional development for teachers, with support from the County Office, in areas such as the Science of Reading, Writing, and Mathematics to align with newly adopted curriculum. The district has also enhanced intervention services by placing teacher assistants in primary classrooms to deliver the Reading Mastery program and hiring both an Intervention Specialist and a Literacy Coach to strengthen instruction in reading and math.  To extend learning opportunities, the district is expanding its extended-day program to offer comprehensive tutorials led by classroom teachers across all grade spans. To address digital access gaps, students without home internet or devices are provided with Chromebooks and “Hot Spots.” Additionally, the district has hired a Librarian/Parent Liaison to host parent forums focused on curriculum, technology use, and strengthening parent-teacher communication—further supporting equitable access to learning for all student groups.|Met||2025-06-25|2025
27660270000000|Graves Elementary|7|Graves Elementary School District ensures that all students have access to a broad course of study aligned with Common Core State Standards, as adopted by the Board of Education. The district uses multiple tools to monitor access and progress across grade spans and student groups, including iReady and Renaissance Learning, which provide data on student performance in ELA and Math. These tools support the identification of students in need of intervention and guide instructional planning. Tier II and Tier III supports are provided to address individual learning needs. Additionally, the district offers an Expanded Learning Opportunities (ELO) program to reinforce core content and enrichment. While there were no enrolled Foster Youth or McKinney-Vento students during the current school year, the district remains prepared to ensure equitable access to academic programs and services for all student groups, including individuals with exceptional needs, who are supported through specialized instruction and accommodations as outlined in their IEPs.|Graves Elementary School District is a single-school district, ensuring that all students, regardless of background or student group, have equal access to a broad course of study. The district provides a comprehensive academic program aligned with state standards, supported by intervention services for students requiring additional assistance. All students, including English learners and those with exceptional needs, are included in core instructional programs and have access to enrichment opportunities such as STEM, visual and performing arts, and social-emotional learning activities. Locally selected tools, including iReady and Renaissance Learning, are used to monitor student progress and guide instruction. Because the district operates one school site, there are no differences in access across locations, and all students benefit from consistent program offerings and supports.|Based on the results of locally selected measures, Graves Elementary School District has identified a few barriers to providing full access to a broad course of study for all students. As a small, single-school district with limited staffing and funding, the availability of specialized programs such as music, visual arts, and expanded extracurricular activities is constrained. Additionally, while intervention supports are in place, staffing limitations can impact the frequency and depth of services for students requiring intensive academic or social-emotional support. The district continues to seek grants and community partnerships to expand enrichment offerings and address these resource gaps.|In response to the results of locally selected measures, Graves Elementary School District has implemented new actions to ensure all students have access to a broad course of study. The district has partnered with Harmony at Home to deliver ongoing Social-Emotional Learning (SEL) and bullying prevention lessons in classrooms, supporting the well-being and inclusion of all students. Additionally, through collaboration with the Arts Council for Monterey County, the district now provides access to visual and performing arts instruction, enriching the educational experience and promoting creativity across grade levels. These partnerships help expand learning opportunities beyond core academics and ensure a more well-rounded education for all students.|Met||2025-06-11|2025
27660350000000|Greenfield Union Elementary|7|The district 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 across grade spans, unduplicated student groups, and individuals with exceptional needs. These include: Enrollment and Course Access Data disaggregated by grade level and student group (e.g., English learners, low-income students, foster youth, and students with disabilities), which helps us monitor participation in core academic subjects, electives, and advanced coursework. Student Information Systems (SIS) to track course enrollment patterns across school sites, ensuring consistency and identifying any gaps in access to rigorous and diverse course offerings. Response to Intervention (RTI) Data and Progress Monitoring Tools that inform instructional support and access for students requiring additional academic or behavioral assistance. Individualized Education Plan (IEP) Compliance Monitoring to ensure students with exceptional needs receive appropriate accommodations and access to the general education curriculum. Site and District-Level Equity Audits and Data Reviews that examine trends in enrollment and performance, guiding decisions to remove barriers and expand access for historically underserved student groups. Stakeholder Engagement Tools, including surveys and advisory committees (e.g., ELAC, DELAC, and SSC, etc.), to gather feedback on course access and instructional equity.|Using our locally selected measures—such as disaggregated enrollment data, SIS reports, RTI progress monitoring, IEP compliance tracking, and equity audits—we have identified that the majority of students across all grade spans and school sites have access to and are enrolled in a broad course of study aligned with California state standards. This includes core academic subjects as well as enrichment opportunities such as visual and performing arts, STEM electives, and advanced coursework. Over time, our district has made progress in improving equity of access. For example, the implementation of inclusive course placement protocols and the use of early warning indicators through RTI have led to increased enrollment of unduplicated student groups in elective courses. Additionally, expanded professional development and increased collaboration with special education teams have improved access to general education curricula for students with IEPs. While progress is ongoing, our monitoring systems continue to inform site-level improvements and ensure that all students—regardless of background or school site—can engage in a rigorous, well-rounded educational experience.|Greenfield Union School District is committed to providing access to a broad course of study for all students, ensuring equitable opportunities for academic growth and personal development. The district offers a diverse range of learning experiences that go beyond core academic subjects, including—but not limited to—a variety of visual and performing arts courses, STEM-based programs, and leadership classes. These offerings are designed to engage students’ interests, cultivate creativity and critical thinking, and prepare them for future success in college, career, and life. By maintaining a well-rounded curriculum across all school sites, the district upholds its mission to support the whole child and provide every student with access to a rich and inclusive educational experience.|Greenfield Union School District has identified revisions or new actions to ensure equitable access to a broad course of study for all students: Targeted Outreach and Counseling:  To increase the participation of underrepresented student groups in advanced and elective courses, the district has strengthened its academic counseling practices. This includes proactive student placement strategies, goal-setting conferences, and outreach to families in home languages to build awareness of available opportunities.   Professional Development and Equity Training:  Staff are receiving professional development focused on equitable course placement, cultural responsiveness, and inclusive instructional practices. This ensures that all students are encouraged and supported in accessing a full range of academic and enrichment opportunities.   Investment in Facilities and Equipment:  The district is prioritizing facility improvements and procurement of instructional materials and equipment needed to support STEM labs, arts programs, and leadership classes.   Ongoing Monitoring and Equity Audits:  Greenfield Union is strengthening its use of disaggregated data to monitor course access and enrollment trends by student group and site. This data informs site-specific action plans and allows for continuous improvement in ensuring broad and equitable access.|Met||2025-06-12|2025
27660500000000|King City Union|7|KCUSD uses the following selected measures or tools to measure the extent to which all students have access to and are enrolled in, a broad course of study: PowerSchool for attendance; class schedule; report cards; Performance Matters to monitor achievement data and targeted services; Siras to track services provided and accommodations; and Bell Schedules for each school.|All students have access to a broad course of study.|KCUSD's greatest barrier continues to be credentialing requirements of new teachers.|We have financial incentives for teachers to complete additional certification requirements.  We also monitor closely the credential status of all teachers.|Met||2025-06-18|2025
27660680000000|South Monterey County Joint Union High|7|The district has initiated its partnership with the California Colleges Guidance Initiative (CCGI) and plans to expand its implementation in the upcoming school year. Aeries Student Information System: Aeries supports the tracking of student enrollment, course selection, and academic progress while generating comprehensive reports that detail student distribution across subjects and grade spans. Master Schedule Development: Master schedules are used to monitor enrollment in core academic courses, electives, Advanced Placement (AP) offerings, and Career Technical Education (CTE) pathways. Student Group Audits: Regular student group audits are conducted to assess 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: Participation data in specialized programs, such as AVID, Dual Enrollment, and Special Education, is reviewed to verify that all students have equitable access to a variety of educational pathways.  Surveys and Feedback Tools: Feedback from students, parents, and teachers is gathered through surveys to collect qualitative insights on the perceived availability and inclusivity of courses, which helps guide improvements and refinements in course offerings. Course Availability Analysis: An analysis of course availability across all schools and grade levels is used to ensure equal opportunity to enroll.|General Enrollment: The majority of students are enrolled in a broad range of courses, including core academic subjects, electives, Advanced Placement (AP) courses, Dual Enrollment, and Career Technical Education (CTE) pathways. Progress Over Time: Enrollment in advanced courses and CTE pathways has shown a notable increase over the last several years.  Differences Across School Sites: King City High School: Offers a broader selection of CTE courses and pathways, as well as a larger number of AP and dual enrollment courses, however, it does not currently offer the AVID program. Greenfield High School: Features a wide range of electives and student support programs such as AVID and Link Crew and has expanded its CTE and dual enrollment offerings. Alternative Education: Is making progress in developing CTE pathways and establishing Dual Enrollment opportunities. Differences Across Student Groups: Unduplicated Student Groups: Students such as English learners, students with disabilities, and foster youth are underrepresented in AP and CTE courses, highlighting the need for targeted support strategies. Students with Disabilities: Frequently face restricted access to advanced academic subjects and a limited range of electives.  Progress and Efforts: Equity Initiatives: The district is expanding access to CTE pathways, placing English learners in A–G courses regardless of reading level, offering professional development for educators, and conducting outreach to student groups.|Staff Professional Development: Counselors, teachers, and site staff are instrumental in recognizing barriers and addressing the diverse academic needs of students, working to ensure access to a variety of courses. Student and Parent Surveys: The district administers surveys to capture input on student interests and course needs; however, low participation and response rates limit the ability to collect comprehensive and representative data, which in turn hampers the refinement of course offerings to better reflect student demand. Differentiated Instruction, Including ELD Standards and Tutoring Support: Efforts to implement differentiated instruction, integrate English Language Development (ELD) standards, and provide targeted tutoring are challenged by staffing shortages and limited resources. While these supports are recognized as essential—especially for English learners and students requiring additional academic help. By addressing these barriers, the District is committed to enhancing equitable access to a broad, rigorous, and inclusive course of study for all students.|The district has identified several key focus areas to strengthen equitable access and improve student outcomes. It is committed to increasing support staff to better serve high-need students by hiring additional personnel and offering targeted assistance. Efforts are underway to improve processes by enhancing the consistency and effectiveness of root cause analysis and needs assessments across all school sites. The district recognizes the importance of boosting survey engagement and will implement strategies to raise student and parent survey participation rates, which are critical for collecting accurate and representative data. Another focus area is expanding course offerings to better align with student interests by increasing the availability of electives and specialized subjects. The district plans to enhance support services through increased resources for differentiated instruction and tutoring, ensuring that the diverse academic needs of all students are met. The district will ensure all students have access to A–G courses by expanding the number of sections offered and providing targeted after-school tutoring. It also aims to increase the number of Career Technical Education pathways, while strengthening partnerships with local businesses and industries to offer real-world learning opportunities. The district will increase and expand AP and DE courses, and implement professional development in cultural competency for all staff.|Met||2025-06-18|2025
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. 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 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.|Over the past several years, Lagunita has embarked on shifts in Math instruction strategies and curricula. With one school in the district and only four 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. PE and Health are priorities for instruction, but adopting standardized curriculum has not been explored and will be a need. VAPA and World Languages are difficult to implement in a small school, but both are areas of interest and potential collaboration with outside agencies.|Met||2025-06-24|2025
27660840000000|Mission Union Elementary|7|Selected measures we are using are assessment data that is end of course work information, PLC data, growth data from I-ready data, and informal surveys of students and academic and social-emotional growth.|All students have access to our broad course of study. We continue to explore, adopt, and put in place programs, policies, and activities that include all students regardless of their limitations. We continue to expand our menu offerings in our ELOP activities so that all students can and do continue to learn beyond the school day. I-Ready and Eureka Math, including writing tools like Grammarly, have been approved and used by all to help with academic growth.|There are no barriers other than time to initiate and complete programs of study.|Having pacing plans to ensure that full implementation takes place is crucial for a successful outcomes not excluding professional development.|Met||2025-06-11|2025
27660920000000|Monterey Peninsula Unified|7|Equity in Design: MPUSD’s A–G aligned graduation requirements ensure all students begin 9th grade on track for college and career readiness. Tools & Measures: The district tracks progress using college/career readiness metrics, A–G and CTE completion, AP exam pass rates, EAP results, and graduation rates.|Course Variety: While all schools offer a common foundation, thematic options vary by site (e.g., IB, STEAM, early college, arts), and students may transfer based on interest. Expanded Opportunities: Community partners voiced strong support for AP, IB, CTE, dual enrollment, music/arts, athletics, and culturally relevant instruction—now reflected in program and PD investments.|Barriers Addressed: AP, Dual Enrollment VAPA, foreign language, and STEAM opportunities are broadly accessible with minimal restrictions; AVID is available at all secondary sites and expanding to elementary.|Forward Actions: New efforts include expanding College Career preparedness such as AVID and EAOP, Gear-Up, and  culturally responsive PD, dual enrollment capacity, college visits, and targeted supports for unduplicated students to increase equitable access.|Met||2025-06-10|2025
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 curriculum.  We have access to a much broader course of study now, with Edgenuity, than we were able to offer previously, when we relied upon textbooks.   All students have access to the full catalog of Edgenuity courses--there are no class size limits or other barriers preventing access to a broad course of study in our independent study setting.  We provide remedial and accelerated courses, and course customizations, to students as they need, to ensure all students can access the curriculum they request at their independent learning level.|n 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||2025-06-24|2025
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, a broad course of study has been a hallmark of ISM. All charter petition iterations have included an emphasis on this breadth, which encompasses all subject areas targeted by the Ed Code (EC). In some cases, ISM uses different titles for the subjects, with some variations due to alignment of the ISM curriculum with the International Baccalaureate, which authorizes ISM as an IB World School.  Because all students in a class study the same subjects at the same time, there are no differences across student groups in access and enrollment. The minutes listed apply equally to all possible student groupings.|Simply put, there are no barriers. ISM has a 24-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||2025-06-10|2025
27661340000000|Pacific Grove Unified|7|PGHS is continuing to expand dual enrollment offerings, as it will be adding a new dual enrollment course in sociology in 2026-2026 to the already extensive list of dual enrollment courses, including: psychology, engineering, ho, and English.  The high school will also be adding a year-long course in Ethnic Studies (exceeding the state requirement of a one-semester course) as well as a marine science course.  Additionally, PGHS will continue to offer a robust CTE pathways program with courses in culinary, computer science, art and photography. The combination of dual enrollment, CTE, general education, Advance Placement, and academic support classes provides students with an array of avenues that can prepare them for college and/or career. Metrics that we use to track the extent to which PGUSD offers a broad course of study include: the CTE completion rate (which increased from 13.5% to 16.4%), the A-G completion rate (which increased from 37.2% to 57.4%), and the AP pass rate (which reached 91% this year) Our AVID (advancement via individual determination) program, Independent Productive Study, and academic support classes actively seek out unduplicated students to support them in their effort to fulfill a broad course of study leading to college and career readiness.|PGUSD ensures that students have access to and are enrolled in a wide-ranging course of study, including Health, Physical Education, Visual and Performing Arts, World Languages, Career Technical Education (CTE), Advanced Placement (AP), Dual Enrollment, Computers, and other elective options. Enrollment in these courses is tracked through CalPads and the Synergy student information system. The district is committed to providing students with meaningful opportunities in AP, Dual Enrollment, and CTE programs, along with a diverse array of electives available at all school sites.|One barrier preventing students from accessing a broad course of study is the lack of academic support needed to succeed in required classes. High rates of chronic absenteeism further compound this issue, making it difficult for students to stay on track. Students from underrepresented groups are disproportionately represented on the school’s D/F list and among those with chronic absences—factors that Pacific Grove High School has identified as significant obstacles to equitable access.|To ensure a broad course of study for all students, PGUSD will continue leveraging Synergy Analytics for precise monitoring of student performance and attendance. Regular students of concern meetings will utilize data available through this system, as well as data provided by staff. New actions include improving professional learning community practices using tools gained at the Solution Tree training that took place this year. PGUSD will also be implementing a new English Language Arts (ELA) curriculum at the elementary level. This curriculum, created by EL Education, promises to help support all students, in that supports for differentiation and English Learner support are key reasons the pilot team selected this curriculum. The district will also be using mCLASS by Amplify to assist with identification of reading difficulties in grades K-2. This new tool will help our district respond to reading intervention needs in a more expeditious and strategic way. The continued effort to build a more diverse curriculum will be enhanced by the EL Education adoption, as well as by the addition of a new Ethnic Studies course. Ultimately, we aim to create an environment that is academically challenging, while offering ample supports so that all students can succeed. This environment, built upon the pillars or our core values—belonging, safety, and prosperity—will motivate the student body in a way that makes them all eager to be present for learning.|Met||2025-06-05|2025
27661420000000|Salinas City Elementary|7|The school district actively engages and collaborates with staff, parents, students, community organizations, government agencies, and educational institutions to support student learning, skill development, and long-term success. Student safety remains our highest priority. Ongoing training ensures consistency in safety protocols and the delivery of services across all school sites, supporting a safe, inclusive environment where students feel welcomed, protected, and supported. This expectation applies to all educational partners providing services to our students. To ensure all students have access to and are enrolled in a broad course of study, the district utilizes a variety of locally selected measures. These include master schedules, student information system (SIS) enrollment reports, Individualized Education Program (IEP) data, English Learner profiles, School Plans for Student Achievement (SPSAs) and the LCAP.  Course offerings are reviewed regularly by grade span and disaggregated by unduplicated student groups, such as English Learners, Foster Youth, Homeless students, and Socioeconomically Disadvantaged students, as well as students with disabilities, to ensure equitable access to core subjects and enrichment opportunities in areas such as the arts, science, physical education, and career exploration. Through this continuous monitoring, we ensure alignment between course access and the CA content standards, as well as the needs of all learners across the district.|Students in SCESD have access to a range of instructional programs that are grounded in both our district’s LCAP and each school’s Single Plan for Student Achievement (SPSA). These plans are intentionally aligned and reflect the Board of Education’s vision for student success. We are committed to ensuring that all students, especially our unduplicated student groups, have meaningful access to extended learning opportunities, including enriching field trips and hands-on activities that help build real-world skills and connections beyond the classroom.  Every student receives core curriculum in both print and digital formats to support multiple modes of learning. Our educators are supported through ongoing professional development that focuses on practical strategies and high-impact instructional practices to deliver strong, inclusive instruction. In addition, the Salinas City Virtual Academy offers students a fully online option while still maintaining access to a full and broad course of study that mirrors what’s offered in traditional settings.|While our students have access to a wide range of valuable programs, we recognize that barriers still exist that prevent some of them from fully benefiting from these opportunities. Chronic absenteeism continues to be a significant challenge that directly affects student access and, ultimately, their academic success. Although we’ve made encouraging progress, our districtwide chronic absenteeism rate has improved by 7.4% this past year, the percentage of students identified as chronically absent remains concerning at 19.7%.  We know that factors like homelessness and poverty often make it harder for students to consistently attend school and take advantage of interventions or Expanded Learning Opportunities offered after school, during breaks, and over the summer. These realities weigh heavily on our efforts to provide equitable access. Another persistent challenge we face is the difficulty in securing qualified staff to support all our programs. When we’re unable to fill these roles internally, we rely on third-party partners to ensure services are still delivered. While these partnerships help meet student needs, they also come at a higher cost than anticipated, which sometimes limits the overall scope of services we’re able to offer.|In order to ensure students receive meaningful, deep instruction across a broad course of study, SCESD staff have been working with purpose and urgency to establish a strong, districtwide professional development plan. This plan addresses the needs of all members of our educational community because we know that all adults that interact with our students play a vital role in the learning experience. We’ve also made recruiting, training, and retaining qualified staff a top priority to support the programs outlined in both the LCAP and school SPSAs. While staffing remains a challenge in some areas, we have made measurable progress and continue to close those gaps. Grade level release time remains a key structure for ongoing collaboration to deepen their implementation of the CCSS in ELA and Mathematics, the ELD standards, History-Social Science, and the NGSS-Science Standards. In addition, we’ve intentionally realigned our resources to ensure that instruction is tightly connected to CCSS expectations and that students are receiving high-quality, standards-based instruction in all content areas. Recognizing the importance of innovation and creativity in learning, our district has also expanded opportunities for STEAM-related experiences. These experiences are helping to broaden our students’ exposure to science, technology, engineering, the arts, and math, opening up new ways for them to engage with the world and develop necessary skills for success in the future.|Met||2025-06-17|2025
27661590000000|Salinas Union High|7|LCAP Metrics: Graduation Rates (metric 1.1) A to G Rates (metric 1.10) CTE Completer Rates (metric 1.11)|2024 SUHSD Cohort Graduation Rate: • 85.5% All • 85.7% SED • 68.5% EL • 64.5% SWD • 64.2% Homeless 2024 SUHSD % Meeting UC/CSU • All 47.6% • SED 46.9% • EL 22.2 % • SWD  29.9% • Homeless 28.7% 2024 SUHSD % CTE Completer: • All 35.6% • SED 35.8% • EL 21.5 % • SWD  26.4% • Homeless 21.6%|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|ELD 2 and 3 new curriculum training; continue training for Integrated ELD; Designated ELD courses that allow access to core curriculum Continued focus on effective co-teaching practices; investigate needs of dually identified students- ELs with IEPs Engage parents in how to support students for college and career readiness, awareness of 4-6 year plans, etc. Sheltered core content teachers will continue to receive professional development throughout the year|Met||2025-06-24|2025
27661670000000|San Antonio Union Elementary|7|San Antonio strives to ensure all students have access to and are enrolled in a broad course of study. Self assessment is done internally and through county inspection and oversight.|There is one school in the district, all students have equal access to a broad course of study in the district. Therefore 100% of students have access. Curriculum is counted and kept up to date to ensure all students have access to all subject areas.|No barriers were identified.|The district will continue to monitor access to ensure continued access is available to all students.|Met||2025-06-12|2025
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||2025-06-18|2025
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.|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||2025-06-24|2025
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, the 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||2025-06-25|2025
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 at the elementary school receive art and music on a regular basis.   At the middle school, all students are enrolled in general education classes as well.  Students receiving SPED services, however, are placed in non-mainstream classes to receive specialized academic instruction.  7th and 8th grade students have the choice to take either Spanish or Literature based on their ELA progress and parental preference. All students also select their top three choices for activity which range from art to leadership to intervention.|Only students who have non-district transportation can take part in 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||2025-06-26|2025
27662330000000|Washington Union Elementary|7|The district uses the annual Parent Satisfation survey, the Staff Climate survey, information from the District Advisory Council, Board Meetings, Strategic Planning, and Instructional Leadership teams to ensure that students are 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.|Across all school sites, core academic subjects are consistently available to all students. In addition, all students in grades TK–8 are provided instruction in physical education and visual/performing arts as part of the regular weekly instruction. At the middle school level, elective offerings include music, art, and leadership.|Based on survey results as well and knowledge and information about the district, there are no barriers that prevent us from providing access to a broad course of study for all students.|All students in the Washington Union School District are provided access to all subject areas in the least restrictive environment. Students who need remediation and additional support do not miss out on academic classes, to the greatest extent possible and additional time in the school day is provided for remediation and support. All students have access to an Art Docent and music program. All students are given explicit art instruction two times per month and music one time per week at the minimum. Students are also given opportunities for physical education biweekly at the elementary school level and daily at the middle school. There are no differences across school sites and student groups in regards to access and there are no identified barriers preventing the district from providing access to a broad course of study|Met||2025-06-18|2025
27738250000000|North Monterey County Unified|7|Measures/Tools to Track Access to Broad Course of Study Master Schedule and 6 Year Plans Highly Qualified Teachers Common Core Standards-Based Curriculum Elementary Instructional Schedules|Extent to which all Students have Access to and are Enrolled in Broad Course of Study Ed Code 51210 (grades 1-6) English Math Social Sciences Science Visual and Performing Arts Health (in progress) Physical Education Other Studies as prescribed by the Board English Language Development  Extent to which all Students have Access to and are Enrolled in Broad Course of Study Ed Code 51220 (grades 7-12) English Math Social Sciences Science World Language (now offered in middle school) Visual and Performing Arts Health Physical Education Applied Arts (Consumer Ed/Industrial incorporated into CTE intro classes) Driver education (offered as an option in course catalog, but not currently in schedule) Other Studies as prescribed by the Board|Options in Grades 5-9 for Biliteracy pathway Expand course options for high school Math requirement Improve the delivery of integrated and designated ELD instruction.|We will offer a high school credit Spanish Language course at our middle school for the 25-26 school year. Continue to expand Biliteracy pathway; we will offer elementary biliteracy instruction in the 5th grade for the 25-26 school year. We are offering Digital Media Art at NMCHS in the 25-26 school. year. We are launching our Ethnic Studies high school graduation requirement course in the 25-26 school year. We are expanding designated ELD course offerings at NMCMS, we will use newly adopted secondary designated ELD curricula in 25-26.|Met||2025-06-26|2025
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||2025-06-12|2025
27751500118349|Big Sur Charter|7|All students at Big Sur Charter School (K-8) sign a Master Agreement which lists the classes in which they are enrolled. The School maintains, and updates yearly, a list of all curriculum, including online planforms by grade.  Each family receives a Curriculum Checkout form that lists all the curriculum being used during the school year.  All students K-8 also participate in weekly art and outdoor education classes.|All students at Big Sur Charter School (K-8) sign a Master Agreement which lists the classes in which they are enrolled. The School maintains, and updates yearly, a list of all curriculum, including online planforms by grade.  Each family receives a Curriculum Checkout form that lists all the curriculum being used during the school year.  All students K-8 also participate in weekly art and outdoor education classes.|All students have access to a board course of study.|All students have access to a board course of study.|Met||2025-06-13|2025
27754400000000|Soledad Unified|7|All of our teachers are continuing to solidify 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 gradelevel. 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 third 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 our different pathway options.|"All of our sites have essential standards articulated, and we are working to increase consistency district-wide so that any student who experiences movement in our schools throughout the school year has access to similar essential standards. We now have in-house trainers in Constructing Meaning for elementary and secondary levels. 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. We are expanding access to A-G courses through Edgenuity in 2025-26. Though we have a high graduation rate of 95.4%, we will also be conducting a root-cause analysis to determine the variables for which all students are unable to attain graduation requirements."|"All of our students have access to a broad course of study. 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 • Early academic intervention • D and F analysis to get back on track • Targeted and in-person support during summer school and Saturday academies • Constructing Meaning training • Improving our process for students transitioning to our continuation school, Pinnacles High School We are developing a plan for supporting our students who are not meeting A-G requirements. We will be participating in a root-cause analysis activity to develop targeted goals and actions designed to increase access to completing A-G requirements and graduation. We will begin analyzing our data earlier in the school year to begin interventions at an earlier time during a student's high school career."|Met||2025-06-25|2025
27754730000000|Gonzales Unified|7|Gonzales Unified School District (GUSD) is committed to ensuring that all students, across all grade levels and student groups, have access to and are enrolled in a broad and rigorous course of study. To monitor progress and ensure equity, the district utilizes a combination of local data tools, course enrollment records, and program participation tracking systems.  1. Course Enrollment and Master Schedule Analysis GUSD conducts annual reviews of master schedules at each school site to ensure all students have access to courses across subject areas, including English, mathematics, science, social studies, visual and performing arts, physical education, world language, and career technical education (CTE). Enrollment data is disaggregated by grade span (TK–5, 6–8, 9–12), unduplicated student groups (English learners, low-income students, foster youth), and students with exceptional needs to monitor equitable access and placement.  2. Student Information System (SIS) Reports The district uses its Student Information System (Aeries) to generate detailed reports on student schedules, enrollment patterns, and participation in specialized programs. These reports help monitor enrollment in courses such as Dual Language Immersion, AVID, GATE, Advanced Placement (AP), and CTE pathways, with filters for subgroup analysis.  3. IEP and 504 Plan Monitoring For students with exceptional needs, access to a broad course of study is monitored through the IEP process and individual student sch|The Gonzales Unified School District (GUSD) is committed to ensuring that all students, across all grade levels and student groups, have equitable access to a broad and rigorous course of study that includes the full range of state-mandated subject areas and enrichment opportunities. This commitment is monitored through analysis of student enrollment data, master schedules, IEP plans, and participation records disaggregated by grade span (K-5, 6-8, 9-12), school site, and student group.  Overall Access and Enrollment Trends: All students in grades TK–12 are enrolled in the core subjects of English language arts, mathematics, science, and history/social science, in alignment with state standards. Additionally, all students have access to physical education and visual and performing arts instruction. Beginning in middle school, students also have access to band and choir. At the elementary level, students have access to enroll in a dual immersion program. At the secondary level, GHS offers a variety of electives, including Career Technical Education (CTE), world language (Spanish), and fine arts.  Differences Across School Sites: At the elementary level, all students have consistent access to core instruction, PE, and arts instruction, though the range of enrichment opportunities (e.g., after-school programming, ELOP, and art/music programs). At Fairview Middle School, all students are enrolled in a broad course of study, but access to some electives is limited by scheduling co|1. Master Schedule Limitations At the middle and high school levels, the structure of the master schedule can restrict students, especially English learners and those needing academic interventions, from enrolling in enrichment or elective courses due to scheduling conflicts. This reduces access to subjects such as the arts, world language, and CTE.  2. Staffing Shortages in Specialized Subjects Ongoing challenges in hiring and retaining credentialed teachers for specialized subjects (e.g., visual/performing arts, CTE, world language, computer science, and advanced courses) limit the breadth of course offerings.  3. Uneven Access for Students with Exceptional Needs While most students with disabilities have access to core subjects, participation in general education electives is sometimes limited by the availability of support staff, accommodations, or inclusive instructional practices.  4. Disproportionate Placement in Support Programs Unduplicated students (English learners, foster youth, low-income students) are frequently placed into academic support or ELD courses, which can displace elective opportunities.   5. Limited Family Awareness and Advocacy Some families are unaware of available enrichment opportunities or college-preparatory programs (e.g., AP, Dual Enrollment, Early College, GATE, Dual Language Immersion).|1. The middle and high school master schedules continue to be evaluated to allow greater flexibility for students who require intervention or English language development (ELD) services.   2. Expanded Recruitment and Retention of Specialized Staff To increase course offerings, the district has invested in targeted recruitment of teachers in specialized subject areas, including visual and performing arts, CTE, and advanced coursework.   3. Inclusion Support for Students with Disabilities GUSD is enhancing inclusive practices by strategically evaluating IEPs for opportunities for increased minutes for students with IEPs in general education classrooms. Professional development for general and special education teachers is being expanded to strengthen inclusive instructional strategies.  4. Facility and Resource Upgrades To address physical limitations at sites, the district is investing in upgrading facilities and instructional spaces. These upgrades are aligned with site-based needs assessments and bond priorities.  5. Family and Student Outreach on Program Options School sites are engaging in targeted efforts to increase awareness of available programs—including AP, Early College, CTE, Dual Language Immersion, and GATE- through multilingual communications, parent nights, and counselor-led guidance sessions. These efforts aim to support underrepresented families in understanding and accessing opportunities.  6. Data Monitoring  The district is implementing annual audits of cou|Met||2025-06-24|2025
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.|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||2025-06-10|2025
28102800142034|Mayacamas Charter Middle|7|||||Not Met For Two or More Years|||2025
28102800148361|Mayacamas Countywide Middle|7|MCMS uses course enrollment data as the tool to track the extent to which all students are enrolled in a broad course of study.|MCMS offers six regular classes to all students. These include ELA, math, science, social studies, PE, and arts. All students, regardless of sub-group, are enrolled in these 6 classes. This is accomplished by using a “push-in” approach to success for students with IEPs and by providing designated ELD through the Learning Lab period.    Additional curriculum and instruction is delivered through Advisory in college and career awareness, social/emotional wellness, and other topics. Health is delivered through PE.|There are no barriers preventing the school from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are required.|Met||2025-06-12|2025
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 board course of study except when they have to choose between classes that are only offered once in the master schedule. This is due to the fact that we are a small school of approximately 250 high school students. If students are in need of remediation in the subjects of math or English, they are placed in a strategic support class which can also limit their participation in other courses. Our English learners are provided with English Language Development courses so they are transferred into A-G courses once they reach language proficiency.|Our school’s small enrollment is the biggest barrier to provide a large variety of course offerings. We have some courses that are only offered once in the master schedule and at times can be a conflict. Students who need academic intervention, special education services or English language support sometimes have limitations on their course offerings.|Our school provides intervention classes simultaneously with A-G courses, as much as possible, in order to keep students on track for college and career. Offering a seven period day schedule facilitates access to a board course of study for all students.|Met||2025-06-16|2025
28662580000000|Howell Mountain Elementary|7|HMESD is currently using Amira, MAAP, formative/summative assessments, and CAASPP to track student progress. These assessments allow HMESD to monitor student progress through various disciplines and skills, so that they are high school and college-ready.|At HMESD, students in TK-4 have a self-contained classroom with a multiple-subject teacher who teaches them all the core disciplines. For grades 5-8, students have a middle school schedule where two teachers share the responsibility of teaching different disciplines to their students. Since HMESD is a one-school district, the district can monitor the curriculum taught in all classrooms with consistency.|As of right now, there are no barriers that are keeping HMESD from offering students a broad course of study. An area of improvement for HMESD is to offer more consistent professional development focused on different disciplines like history and science.|For the 2025-2026 school year, HMESD will be working with Napa COE to provide more professional development to teachers with a focus on the core disciplines. HMESD will also provide more professional development on the science of reading.|Met||2025-06-18|2025
28662660000000|Napa Valley Unified|7|NVUSD can assure students are enrolled in a broad course of study by reviewing Advanced Placement (AP) enrollment, Career Tech Ed (CTE) participation, and reviewing standards-aligned content adoptions.  Additionally, our graduation requirements are aligned with the UC/CSU A-G requirements, ensuring that all students must take a broad course of study in order to graduate from our high schools. These measures are reviewed and monitored through Aeries four-year planning and Master Schedule audits.|In NVUSD, Advanced Placement (AP) enrollment has steadily increased over the last five years from 883 students in 19-20 to 1,128 students in 23-24. AP Courses are offered at all 3 of NVUSD’s largest high schools. Of all AP courses, Hispanic/Latinos represented roughly 39%, Whites represented 36%, and Asian and Pacific Islander populations represented 16%.   High schools offer CTE courses based on local and regional data that supports high wage, skill and demand industries as well as student interest. American Canyon High School offers classes in Business Administration, Culinary Arts, Sustainable Construction, and Sports Medicine. Napa High School offers courses in Manufacturing and Product Development, Medical Sciences, and Sustainable Construction. Vintage High School offers Animal Science, Business, Culinary Art, Multimedia Production, and Printing and Graphics. New Technology High School has principles of engineering and digital design courses.   NVUSD has expanded dual enrollment offerings through the CCAP agreement with Napa Valley College. In 24-25, New Technology High School opened an Early College Program. 9 CCAP classes were offered in the Fall Semester and 11 in the Spring Semester. All freshmen started earning college credit through their Counseling 101 class and developed education plans for high school and college on a path toward an AA.|While there are minimal barriers to local standards-aligned courses and curriculum, because they have been secured for all eligible grade levels, there do seem to be barriers to secondary participation in Advanced Placement courses and CTE, specifically for Black or African American. It is important to note that all students have access to A-G aligned coursework and CTE pathways, completion is lower for Multilingual Learners, temporarily housed students, and students with disabilities.  While the reasons for this are not entirely clear, in all likelihood there are a number of factors that contribute and will need to be examined further.|NVUSD has implemented an extensive Multi-Tiered System of Support (MTSS) process, the goal of which, is to identify students in need of additional help and intervene early. The purpose of the MTSS process is to identify student academic and behavioral health needs early, and put supports in place, so as to ameliorate the deficits and struggles the student may be experiencing before they result in chronic failure and/or disciplinary outcomes. It is also meant to support the understanding of educators and other NVUSD stakeholders about the different kinds of support students need; Tier 1 - whole class supports, Tier 2 - additional supports or programs for fully-included students, or Tier 3 - programs and supports that place students in intensive intervention. Full implementation of the MTSS process will result in wrap-around services for students to facilitate their progress toward becoming college and career ready.   Additionally, the examination of disproportionate results for subgroups is a priority within the LCAP Goal 4 and Strategic Plan Strategy 4 which calls for the analysis of disproportionate data and determination of actions to address the results. This will occur through the Inclusive and Welcoming Schools Steering Committee who will advise staff on actions to address the disproportionate results.|Met||2025-06-26|2025
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||2025-06-11|2025
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. This year, PVUESD piloted a learning center model in the Spring, and staff will continue to refine and scale supports, even though there are still challenges related to scheduling services and differentiating instruction to meet the individual needs of a broad spectrum of learners.|Met||2025-06-17|2025
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 matrices 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).|As a district, we have been focused on removing barriers so that all students may academically achieve at the highest level. Part of our pursuit of equity includes balancing enrollment in our HS advanced classes to meet our percentages within the student population.  Below is a typical course of study for students enrolled in the St. Helena Unified School District.  Grades TK-5 students have enrollment on average in the following classes per week: Mathematics; English Language Arts/English Language Development; Science; History-Social Studies; Physical Education; Spanish Instruction; Bilingual Science Technology Engineering Arts Mathematics (BSTEAM) class; Music class  Grades 6-8 students have access on average to the following classes per week: Mathematics; English Language Arts; Science; History-Social Studies; Physical Education; Electives/ELD Enrichment/Intervention/Learning Center  Grades 9-12 students have access to the following classes: Course Catalog for 2023-2024 link: https://www.sthelenaunified.org/site/handlers/filedownload.ashx?moduleinstanceid=540&dataid=4172&FileName=20 23%20-%202024%20COURSE%20CATALOG.pdf and Faculty Syllabi sample for 2022-2023 https://drive.google.com/file/d/1InuefrFtI_ESSS7KEidBcUbMToLHEHow/view?usp=sharing|St. Helena Unified leaders feel confident that all students have access to a broad course of study. We have removed the barrier of placing some students in a pre-integrated 1 math class by having all students enrolled in integrated 1math (removed 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 who 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 the PSAT and SATs 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 meetA-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, after-school tutoring."|Met||2025-06-12|2025
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 considered.|Met||2025-06-18|2025
29102980114314|Bitney Prep High|7|Because of our small student population, Bitney Prep works to support the learning needs of unduplicated students by increasing the opportunities and resources available to all students. All Bitney students can 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, and we are providing both additional support to mathematics learners and additional professional development training to our mathematics instructors.  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 Prep has a high percentage of students with IEPs. We will be at almost 35% IEPs for the 2025-2026 school year. Access to curriculum and support to help these students succeed is the hallmark of Bitney Prep's Resource Specialist Program. Internships that help students learn about the workplace and explore career opportunities help connect these students to their coursework. Lastly, Bitney Prep has 2025-26 Local Performance Indicator Self-Reflection for Bitney Preparatory High School Page 16 of 19 established with Sierra College 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.|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 a-g 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, STEM, CTE, 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 half 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 a Foreign Language. For students who struggle to complete coursework in English Language Arts requirements, a foreign language is sometimes too much of a stretch. Bitney Prep has changed our graduation requirements to allow students to complete either two years of a Foreign Language or two years of Career Technical Education.|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||2025-06-25|2025
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||2025-06-11|2025
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 Simplify Writing 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.|Students with disabilities increased their scores significantly in both reading and math on the CAASPP test. 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.|The overall percentage of students who are chronically absent has decreased significantly 36% in 2023 to 11% in 2025 (Local Data). In addition, in 2024 75% of students who were economically disadvantaged which was reduced to 32% (Local data 2025) and students with disabilities reduced chronic absenteeism by 15% (33% to 18% Local Data 2025).|We will continue to focus on students with disabilities and economically disadvantaged youth in 2025/26 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||2025-06-18|2025
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.|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||2025-06-10|2025
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 piloted new standards based ELA curriculum during the 24-25 school year.  Math curricular options will be piloted during the 25-26 school year.|Met||2025-06-12|2025
29102980130823|EPIC de Cesar Chavez|7|||||Not Met|||2025
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||2025-06-11|2025
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||2025-06-16|2025
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||2025-06-16|2025
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. 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 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||2025-06-17|2025
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.|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||2025-06-17|2025
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||2025-06-17|2025
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 2025-26 Local Performance Indicator Self-Reflection for Nevada City School District Page 16 of 18 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, which includes site principals, and management meet regularly and at least annually to 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. New offerings are reviewed, considered and implemented based upon needs and any new requirements to ensure a broad coarse of study for all students.|Met||2025-06-17|2025
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 2025 survey question articulated above, it reflects another year of improved feedback related to access, from the previous year, with 90% (2024- 89.5%) of students responding agreeably. This upward trend has been consistent since 2021, 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||2025-06-16|2025
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 examines these to ensure all students are progressing toward graduation and therefore have access to a broad course of study to do so. In addition, the PTC considers budgeting and funding for school personnel and program as related to LCAP goals which means we are always considering how best to offer all students access to these courses which are required for graduation and UC a-g eligibility. All IEP meetings have the IEP team examining student progress toward goals and graduation as well as looking at the course of study proposed. The Special Education Department meets regularly to prepare for and debrief IEP meetings with a focus on student progress toward graduation as evidenced by credits accumulated, current class enrollment, and future class enrollment for students."|All students at SAEL are enrolled in a-g coursework in order to meet our graduation requirements, which mirror UC a-g requirements. This means every student is supported to engage in college preparatory coursework from core to elective subject matter. Since our launch in school year 14-15, every student has fulfilled the a-g requirements as well as engaged in an annual Crew (or Advisory) class, Senior Project, 3 years or 30 credits of Adventure / PE classes, and specific electives. All students considered in the unduplicated count have access to the full course of study to meet SAEL graduation requirements, fulfill a-g requirements, and therefore be eligible to apply to a 4 year college. Students with IEPs and 504s can be engaged in Study Support for Specialized Academic Instruction during some elective time, but it never disallows them from fulfilling the VAPA or foreign language requirements for UC a-g, the 3 year Adventure/PE, 4 year Crew, or one semester Senior Project requirements. The majority of students with IEPs and 504s also have access to at least one additional elective as well as the opportunity to engage in Enrichment Intensives.|Based on the needs of students, any barriers preventing students access to a broad course of study are overcome through an individualized and supportive plan for each student and family through our relationships, connections, and supports in order to keep all students engaged and able to continue with a broad course of study that would ensure college and career readiness as well as access to a-g coursework for all learners. On an individual basis, the IEP team may decide to complete an 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 pandemic.|Met||2025-06-17|2025
29663730000000|Pleasant Ridge Union Elementary|7|PRUSD utilizes a range of metrics to monitor students' progress through the curriculum, which is aligned with state standards.  At the elementary schools, students are assessed using DIBELS to measure their growth in early literacy.  Coupled with DIBELS is the 95% Phonics Group, which includes formative assessments that allow teachers to intervene when students are not progressing at the same rate as their classmates.  The 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.    At the middle school level, students are given both NWEA MAPS and Renaissance STAR.  Teachers use unit or end-of-chapter assessments to determine growth after instruction on individual units has been 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.    New textbooks and Chromebooks are ordered annually to replace damaged textbooks and inoperable machines.|All students have access to a broad course of study.  For those who struggle with access, we provide intensive intervention.  At the elementary level, students are pulled out during a regularly scheduled time for the intensive intervention. At the middle school level, students receive support in a class called Academic Workshop.  Middle schoolers are allowed to take 0-period PE, so students can select an elective class when the Academic Workshop is assigned.  Both models work, but the middle school is looking for an adaptive curriculum that can support the individual needs of students to facilitate continued growth.|No barriers.|In response to the results, PRUSD is not implementing any new action items or revising any existing action items.  PRUSD ensures a broad course of study for all students.|Met||2025-06-17|2025
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.|Based on local assessments, Arete shows progress in providing students with access to a broad course of study, though there are ongoing areas for development. Notably, Arete has seen increased student enrollment in diverse academic classes and a positive trend in elective course enrollment, including arts, music, and physical education, indicating students are exploring beyond the core curriculum.  To monitor student progress, Arete, consistent with PRUSD practices, utilizes various metrics aligned with state standards including DIBELS, 95% Phonics Group assessments, Renaissance STAR, and NWEA MAPS across elementary and middle school levels to track literacy and overall academic growth, and its process for identifying and supporting struggling students through intervention and Student Study Teams, and  highlights Arete's positive trend in course enrollment as an indicator of access to a broad curriculum.   New textbooks and Chromebooks are ordered as needed to replace damaged textbooks and inoperable machines.|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.   Arete is dedicated to providing all TK-8 students with a rich and challenging education, tailored to their diverse needs. We use local feedback to guide our approach, which includes personalized learning, targeted support at elementary and middle school levels, and individualized tutoring.  Arete actively removes barriers to learning through responsive resource allocation, ongoing teacher training collaborative problem-solving with families, and by keeping families informed through events and direct communication.  Our commitment to continuous improvement is shown through weekly teacher collaboration, targeted tutoring, the summer RISE program, family workshops, and dedicated counseling for vulnerable students.  Ultimately, Arete strives to create an inclusive environment where every student can thrive.|Met||2025-06-10|2025
29664070000000|Union Hill Elementary|7|The measures in place are student schedules themselves, LEA reporting, and Intervention Data regarding access, disaggregated by subgroup.|(1) Principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. (2) 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. (3) 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.|No barriers other than staff capacity (a perennial issue)|Our processes work well to ensure access. However, 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 Expanded Learning Opportunity Program supporting intervention and enrichment opportunities as well as broadening our elective choices for students including a full-time music program.|Met||2025-06-17|2025
29664076027197|Union Hill Elementary|7|The measures in place are student schedules themselves, LEA reporting, and Intervention Data regarding access, disaggregated by subgroup.|(1) Principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. (2) 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. (3) 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.|No barriers other than staff capacity (a perennial issue)|Our processes work well to ensure access. However, 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 Expanded Learning Opportunity Program supporting intervention and enrichment opportunities as well as broadening our elective choices for students including a full-time music program.|Met||2025-06-17|2025
29664150000000|Twin Ridges Elementary|7|All of our grades are taught in a self contained environment where core subjects including ELA, Mathematics, Social Studies and Science are incorporated throughout the day. Additionally, we offer a robust electives program for all students during the school day, which incorporates Visual Arts, and Music. Furthermore, our staff takes on a collaborative approach in supporting Physical Education standards for all students.|We revised our intervention schedule to allow all students to participate in electives offered across the campus. All students also have access to grade level research based academic interventions.|We currently have no barriers for students to access a broad course of study.|N/A|Met||2025-06-13|2025
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||2025-06-18|2025
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||2025-06-18|2025
30103060000000|Orange County Department of Education|7|OCDE uses a variety of locally selected tools to track student access to a broad course of study, including enrollment reports from CALPADS and Aeries, disaggregated by grade span and subgroup. OCDE uses Aeries to track pathway enrollment and completion rates, identify students who are concentrators or completers, and examine participation across subgroups. Specifically for Career Technical Education (CTE), OCDE tracks enrollment and pathway completion rates using local data dashboards and CTE concentrator reports. Schedule and course offerings reviews are conducted annually to ensure all school sites, including alternative and special education programs, offer a broad range of courses. For students with exceptional needs, IEP and transition plan reviews are conducted to ensure appropriate access to CTE courses aligned with students' postsecondary goals. These reviews help identify if accommodations or schedule adjustments are needed to ensure full participation. Student interest inventories and advisory committee feedback are also used to align offerings with student interests and workforce needs. For students with exceptional needs, IEP and transition plan reviews are conducted to ensure appropriate access to CTE courses aligned with students' postsecondary goals. These reviews help identify if accommodations or schedule adjustments are needed to ensure full participation. Counselors and Transition Specialists guide special populations in career exploration and planning.|Using course enrollment reports from Aeries and annual schedule reviews, OCDE monitors student access to a broad course of study, including Career Technical Education (CTE). Data is disaggregated by grade span and student groups, including unduplicated pupils and students with disabilities. Across most sites, students have access to at least one CTE pathway, with some schools offering multiple pathway options aligned to student interests and regional workforce needs. Alternative education programs have expanded access by integrating CTE courses and work-based learning opportunities into modified schedules. Enrollment data shows overall participation in CTE is increasing; however, gaps remain. English learners and students with disabilities are underrepresented in some pathways, particularly those with more rigorous technical components. To address this, counselors provide targeted outreach and academic planning support. IEP teams also ensure appropriate accommodations are in place to support access to CTE. Progress is ongoing, with increased alignment between student interest surveys and course offerings and more inclusive scheduling practices to ensure access across all programs.|OCDE has identified several key barriers to providing consistent access to a broad course of study, including CTE, across all school sites and student groups. One major challenge is limited physical space and outdated facilities, which restrict the ability to offer specialized courses like CTE that require designated labs, equipment, or hands-on learning environments. Some sites, particularly in alternative education settings, lack the infrastructure to support a wide range of CTE pathways. Leadership transitions in recent years have disrupted the continuity of professional development needed for cross-disciplinary collaboration and innovative instructional practices. Teachers need consistent training to support inclusive practices and ensure CTE courses are accessible to all student groups, including students with disabilities and English learners. Length of student enrollment in the alternative education program is also considered to be a barrier, as they do not typically spend an entire school year in the program like students in comprehensive high schools do. In addition, community awareness and understanding of alternative education programs and their academic offerings remain limited. Misconceptions can affect enrollment and prevent students from exploring valuable options like CTE that align with their interests and career goals.|In response to identified barriers, OCDE is implementing several strategic actions to increase access to a broad course of study, particularly in Career Technical Education (CTE). We are investing in facility improvements and equipment upgrades at sites to support hands-on, industry-aligned instruction. This includes creating flexible learning spaces and expanding access to CTE labs and technology. We are utilizing credentialed CTE instructors from two local ROP organizations. This partnership allows students to receive instruction from staff with industry expertise. Interdisciplinary collaboration will be promoted through curriculum integration activities that connect CTE with academic subjects, fostering real-world learning and supporting pathway relevance. Additionally, we are developing partnerships with local businesses and organizations to expand work-based learning and mentorship opportunities. To build understanding and reduce stigma around continuation and alternative programs, we are strengthening communication efforts with families and community partners, highlighting the academic rigor and career readiness pathways available to all students.|Met||2025-06-18|2025
30103060126037|Samueli Academy|7|Based on the document, Samueli Academy uses several locally selected measures and tools to track student access to a broad course of study. The school monitors 100% student participation in electives and work-based learning through Master Schedule and CALPADS data, along with UC A-G completion rates (currently 46.7%), Career Technical Education pathway completion rates (85.5%), and combined CTE pathway and A-G completion rates (54.8%). Counselors conduct transcript monitoring each semester for grades 9-12 students to track progress toward graduation requirements and A-G completion. The school uses the Priority 2 Self-Reflection Tool to measure implementation of state academic content and performance standards across all subject areas including ELA, ELD, Math, Social Science, Science, CTE, Health, PE, VAPA, and World Language on a 5-point scale. For unduplicated pupils, specialized tracking includes the English Learner Progress Indicator (ELPI) monitoring for EL students, ELPAC assessment data for language development, reclassification rates tracking, and IEP service delivery monitoring for Students with Disabilities. The school ensures all students in grades 7-12 are enrolled in UC A-G approved courses and must complete both a CTE pathway (Design or Engineering) and internship as graduation requirements, with systematic monitoring through counseling services and comprehensive data dashboards that track student progress across all demographic groups.|Based on locally selected measures, Samueli Academy provides universal access to a broad course of study with 100% student participation in electives and work-based learning. All students in grades 7-12 are enrolled in UC A-G approved courses and must complete CTE pathways (Design or Engineering) plus internships. The school maintains equitable enrollment with no barriers to course access across all student groups. English Learners, Students with Disabilities, and other unduplicated populations have full access to rigorous programming including CTE pathways, work-based learning, and college preparatory courses through systematic transcript monitoring and counseling support. CTE pathway completion remains strong at 85.5%, with combined CTE and A-G completion improving from 42% to 54.8%. Students with Disabilities receive comprehensive access through full inclusion models with appropriate accommodations. English Learners participate fully in all programming with language development support through ELPAC assessments and reclassification processes. The school's commitment to universal enrollment ensures all demographic groups participate equally in the complete range of academic offerings, CTE pathways, electives, and enrichment opportunities. Comprehensive counseling services and data monitoring systems support student progress while maintaining equitable access to all educational programs regardless of student background or classification.|Based on locally selected measures, Samueli Academy has effectively addressed barriers to providing access to a broad course of study: Universal Enrollment: The school achieves 100% student participation in electives and work-based learning, with all students enrolled in UC A-G approved courses regardless of background. This eliminates traditional enrollment barriers to rigorous coursework. Comprehensive Support Systems: Systematic transcript monitoring, counseling services, and individualized support ensure equitable participation. Students with Disabilities receive accommodations through full inclusion models, while English Learners access designated ELD support alongside mainstream curriculum. Equitable Program Access: All students complete CTE pathways and internships, ensuring uniform career preparation exposure. The project-based learning model provides multiple demonstration pathways, accommodating diverse learning needs. Structural Accessibility: The school eliminates tracking barriers, providing universal access to AP courses, dual enrollment at Santa Ana College, and specialized CTE laboratories with professional equipment. Ongoing Monitoring: Regular data collection through transcript reviews and progress monitoring ensures continued equitable participation across all demographic groups in the comprehensive academic program, quickly addressing any emerging access issues to maintain universal course availability.|Samueli Academy has implemented several key actions to ensure comprehensive access to a broad course of study: Enhanced Language Support: Samueli has added a Reading Specialist and expanded ELD programming with a designated middle school ELD class. The Ellevation platform provides systematic EL support, while instructional aides deliver targeted assistance during ELD time and throughout the instructional day. Strengthened Academic Interventions: Expanded tutoring during instructional time, after-school programming, and Saturday School address learning gaps. iXL Math and Delta Math programs provide individualized skill development, with systematic office hours ensuring consistent academic support. Improved Attendance Systems: Comprehensive attendance monitoring with early intervention protocols, family engagement strategies, and wraparound support services address chronic absenteeism barriers preventing consistent course participation. Enhanced Professional Development: School-wide literacy training, comprehensive EL strategies instruction, and systematic coaching through Assistant Heads of School ensure all teachers effectively serve diverse learners across all course offerings. Expanded Support Services: Addition of SEL counselors, school psychologists, and behavioral intervention specialists creates comprehensive support systems removing barriers to academic participation while maintaining universal access to rigorous coursework for all students.|Met||2025-06-24|2025
30103060132613|Vista Heritage Global Academy|7|Vista Heritage Global Academy uses Master Schedule analysis and CALPADS data as primary tracking tools to monitor student access to and enrollment in a broad course of study. The school tracks a key metric of percentage of students participating in enrichment or elective courses, currently maintaining 100% participation across grades 6-8. The broad course of study includes Music Education, Project Lead the Way (Energy & Environment), Visual Arts & Design, Computer Science, Physical Education, and core academics (ELA, Mathematics, Science, Social Studies). The tracking system monitors all students with particular attention to key populations: English Learners (44%), Socioeconomically Disadvantaged students (97%), Students with Disabilities (14%), and Hispanic students (96%). This systematic approach ensures equitable access across all student groups and allows the school to maintain its baseline expectation of 100% student participation in enrichment and elective programming.|Based on Master Schedule analysis and CALPADS data, Vista Heritage Global Academy demonstrates comprehensive access to a broad course of study for all students in grades 6-8. The school maintains 100% student participation in enrichment and elective courses, with no variation across student groups including English Learners (44% of enrollment), Socioeconomically Disadvantaged students (97%), Students with Disabilities (14%), and Hispanic students (96%). All students receive access to Music Education, Project Lead the Way (Energy & Environment), Visual Arts & Design, Computer Science, Physical Education, and core academics (ELA, Mathematics, Science, Social Studies). As a single-site charter school, there are no disparities across school locations. The tracking data shows consistent 100% participation rates from 2023-24 through current 2024-25, with the same target maintained for 2025-26, indicating stable and equitable access over time. No gaps have been identified in course access or enrollment across any student populations, demonstrating that the school successfully provides comprehensive educational opportunities to all students regardless of demographic characteristics or learning needs. This consistent pattern reflects the school's commitment to ensuring every student participates in a well-rounded educational program beyond core academic requirements.|Based on locally selected measures showing 100% participation across all student groups, Vista Heritage Global Academy has identified no barriers preventing access to a broad course of study. Universal Access Achieved: All students in grades 6-8 successfully participate in comprehensive programming including Music Education, Project Lead the Way, Visual Arts & Design, Computer Science, and Physical Education alongside core academics, with no disparities across English Learners (44%), Socioeconomically Disadvantaged students (97%), Students with Disabilities (14%), or Hispanic students (96%). Sustained Success: Consistent 100% participation rates from 2023-24 through 2024-25 demonstrate the school has effectively structured its master schedule and resources to eliminate access barriers. Master Schedule analysis and CALPADS data confirm equitable enrollment across all student populations. Effective Systems: As a single-site charter school, Vista Heritage Global Academy has successfully implemented comprehensive programming that ensures universal access to diverse learning opportunities beyond core academics for all students regardless of demographic characteristics or learning needs.|Based on 100% participation results, Vista Heritage Global Academy is implementing strategic enhancements to maintain and strengthen broad course access for all students. Sustained Programming: The school continues comprehensive investment in Goal 1, Action 4 to maintain Music Education, Project Lead the Way, Visual Arts & Design, and Computer Science programming with universal access across all student populations. Quality Improvements: Goal 2, Action 2 provides professional development to strengthen teacher capacity in specialized areas including STEAM instruction and differentiated strategies. Goal 2, Action 1 addresses teacher credentialing gaps through extended professional development and coaching to improve specialized course instruction quality. Technology Enhancement: Goal 2, Action 4 establishes a 1:1 device program ensuring individual technology access for enhanced computer science and digital arts engagement. Ongoing Monitoring: The school continues using Master Schedule analysis and CALPADS tracking to ensure sustained 100% participation while monitoring program quality across all course offerings. These actions maintain the successful framework that has eliminated access barriers while enhancing program quality and sustainability for English Learners (44%), Socioeconomically Disadvantaged students (97%), Students with Disabilities (14%), and Hispanic students (96%). The focus remains on strengthening existing successful systems rather than creating new programs.|Met||2025-06-23|2025
30103060132910|College and Career Preparatory Academy|7|Annually, 100% of CCPA students—including all student subgroups, unduplicated student groups (foster youth, English learners, and low-income students), and individuals with exceptional needs—have access to a broad course of study that includes core academic subjects, electives, CTE, and A–G content. Access is verified through the Courses of Study, Master Agreements, Course Contracts, and student transcripts.  Locally selected tools include i-Ready diagnostics in math and reading and a career assessment to support placement decisions. Each student collaborates with a teacher and School Counselor to create an Individualized Education Career Service Plan (IECSP), aligning course enrollment to academic, career, and transition goals.  Counselors support access to full course offerings, including CTE and dual enrollment. Partnerships with community colleges expand access to a broad course of study throughout Orange County. MTSS tiered intervention matrices support the academic and social-emotional needs of all students, particularly unduplicated groups facing credit deficiency or enrollment gaps.  The LMS dashboard is used to monitor student progress in online CTE courses. Students with IEPs receive individualized instruction and services. Workforce partners provide access to job training, placement, and readiness workshops.|All CCPA students—including unduplicated students and those with exceptional needs—have access to a comprehensive curriculum aligned with graduation requirements, including core subjects, electives, CTE, and A–G coursework.  Students participate in asynchronous, standards-based A–G instruction through Imagine Learning, which supports self-paced learning and offers automated feedback. CCPA students may also enroll concurrently in local community colleges. However, current dual enrollment opportunities are limited to specific regions of Orange County. A key goal moving forward is to expand partnerships to ensure that students across all sites have equal access to dual enrollment options.  The school also collaborates with the California National Guard and Long Beach City College to support the California Job ChalleNGe program, offering students both high school diplomas and college certificates in technical fields.  Curriculum adoption focuses on relevant core subjects, CTE, and electives that support both academic and social-emotional growth, particularly for unduplicated students.|CCPA has identified several barriers that limit student access to the full range of available coursework. Many students, particularly adult learners, face full-time employment, caregiving responsibilities, and other personal obligations that reduce their availability for consistent participation in instruction. These life circumstances directly impact their ability to fully engage in core, elective, A–G, and CTE coursework.  Another barrier is the limited availability of dual enrollment opportunities across Orange County. Currently, access to these partnerships is concentrated in specific regions, preventing equitable availability for students across all CCPA sites.  In addition, students facing transportation challenges, housing instability, or food insecurity may experience further disruption in their ability to engage consistently. These barriers are especially significant for unduplicated students, including English learners, foster youth, and low-income students, who may need additional academic and wraparound support to fully access the school’s course offerings.|CCPA has implemented several revisions to increase access to a broad course of study for all students. In response to input from workforce partners, students, and staff, CCPA revised its charter petition and LCAP actions to include a reduced-credit diploma pathway, effective in the 2025–26 school year. This 155-credit track is designed for students aged 19 and older and reflects the realities of adult learners balancing full-time employment or parenting. By reducing elective credit requirements, the pathway enables students to focus on completing core graduation requirements at CCPA while also participating in a broader range of coursework through dual enrollment with community college partners. This structure increases student access to college-level academic courses and certification-based workforce opportunities.  To support equitable access, CCPA provides each student with a Chromebook and, if needed, a hotspot to access asynchronous instruction in A–G, CTE, and core subjects. Flexible scheduling and virtual support ensure that students with significant life responsibilities can continue making academic progress. These efforts benefit all students, especially unduplicated student groups and those with exceptional needs.|Met||2025-06-18|2025
30103060133785|Oxford Preparatory Academy - Saddleback Valley|7|Oxford Preparatory Academy uses a combination of locally selected tools and assessments to monitor and ensure that all students—including unduplicated student groups and students with exceptional needs—have access to, and are enrolled in, a broad course of study across all grade spans. These tools include Aeries for course enrollment and scheduling data, i-Ready diagnostics for ELA and Math (administered three times per year), and internal data tracking systems for elective and enrichment participation. Student performance and placement data are regularly reviewed during grade-level and data team meetings to inform differentiated instruction, identify support needs, and ensure inclusive access to core content and enrichment courses such as STEAM, Music, and CTE pathways. The full inclusion model and MTSS framework further support equitable access by ensuring that instructional decisions are informed by academic, behavioral, and language acquisition data.|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. Using assessment data as well as other data sources, the curriculum is differentiated for all student groups, and all students have access to all courses. Students with disabilities and Multilingual Learners are provided instruction through a full inclusion model.|One identified barrier to ensuring full access to a broad course of study for all students is the ongoing need to build teacher capacity in meeting diverse student needs within the general education setting. Specifically, effectively differentiating instruction to address varied learning profiles, language acquisition needs, and support for students with disabilities remains an area of focus. To address this, Oxford Preparatory Academy continues to provide targeted professional development in differentiation strategies, structured literacy, multiple intelligences, and Universal Design for Learning (UDL). These efforts are aimed at equipping teachers with the tools to deliver rigorous, engaging instruction that is accessible to all learners and to reduce instructional gaps that may hinder equitable access to the full range of course offerings.|Oxford Preparatory Academy has implemented several key actions to ensure that all students have equitable access to a broad course of study. Professional development has been expanded to include a focus on Multi-Tiered System of Support (MTSS), mathematical practices, differentiated instruction, and the integration of multiple intelligences to support diverse learners. To provide targeted academic support, each site has adopted a six-week rotating intervention model to address student needs while maintaining access to core instruction. All students in grades K–5 continue to receive weekly STEAM instruction.|Met||2025-06-26|2025
30103060133959|Unity Middle College High|7|||||Not Met|||2025
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.|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.|Legacy College Prep employs a caring and accountable culture framework  ensure that the school takes a whole-child approach to school climate and culture.|Met||2025-06-12|2025
30103060134056|Orange County Academy of Sciences and Arts|7|OCASA Elementary utilizes a variety of tools to monitor access to a broad course of study across all student groups. These include the school’s master schedule, individual student schedules, and enrollment data disaggregated by student group. Programmatic audits and staff instructional assignments are reviewed annually to ensure all subject areas, including visual and performing arts, science, physical education, and technology, are embedded into the weekly schedule. IEPs and EL plans are also reviewed to confirm students with exceptional needs and English learners receive equitable access to all curricular areas. Feedback from family engagement events, student surveys, and educator input during professional learning communities (PLCs) further inform understanding of access and participation across student demographics.|All students at OCASA Elementary, including unduplicated student groups and those with exceptional needs, are enrolled in a well-rounded instructional program that includes core academic subjects along with visual and performing arts, hands-on STEM, physical education, and enrichment electives. The instructional model incorporates project-based learning and rotations to ensure all students experience different disciplines throughout the week. Internal data reviews confirm consistent access across grade levels and student groups. The school’s personalized learning framework ensures equity, with scaffolds and supports tailored to the needs of individual learners. No major disparities in access have been identified between grade levels or student subgroups. Access has expanded over time, especially in science, art, and technology, as OCASA continues to build partnerships and invest in specialized staff and curriculum.|While OCASA Elementary has made significant progress in offering a broad course of study, several barriers still impact full access. Staffing limitations in specialized areas such as arts and STEM can make it difficult to provide the desired frequency or depth of instruction. Additionally, space constraints on campus may limit the scheduling of certain activities simultaneously. Transportation and after-school program availability can also impact participation in extended learning opportunities. For students with exceptional needs, ensuring the appropriate level of support and integration into all instructional areas remains an ongoing focus, particularly when specialized instruction is needed during general enrichment blocks.|To address the barriers identified, OCASA Elementary is working to adjust staff responsibilities to expand course offerings and increase instructional time. The school is exploring flexible scheduling models to maximize facility usage and student access across programs. For students with exceptional needs, cross-departmental collaboration between general education and special education teams is being strengthened to align schedules and ensure inclusion in all aspects of the curriculum. Additionally, the school is expanding family outreach to reduce access gaps to after-school enrichment and extended learning opportunities.|Met||2025-06-24|2025
30103060134239|Epic California Academy|7|Epic California Academy 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 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.|No barriers to a broad course of study exist.|Epic expanded access to A-G content to teachers for all students, regardless of graduation track.|Met||2025-06-12|2025
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||2025-06-19|2025
30103060134841|Orange County Workforce Innovation High|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and English learners had the lowest participation in foreign language, Driver’s Ed., and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed good participation in small group instruction for English Language Arts, and but not in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-03|2025
30103060134940|Citrus Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.  High school students develop four-year graduation plans with counselors and are enrolled in required A-G, CTE, and college-level courses. Family feedback and data reviews guide course offerings. Springs is committed to equitable access to a rigorous, well-rounded education for all students.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–8th grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.  High school elective options and intervention supports increased this past year, strengthening access to a rigorous course of study. Barstow Community College courses are listed in the course catalog to support dual enrollment. Online access and study zones help all students participate in college-level coursework.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses. All students, regardless of location, have access to a full high school course catalog—including Physics, Pre-Calculus, and Probability and Statistics—through online and synchronous instruction.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops. At the high school level, diagnostic assessments (i-Ready, Delta Math, Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. New high-interest options like Algebra 2 in the World support engagement through real-life applications such as financial literacy. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2025-06-10|2025
30103060137000|Vista Condor Global Academy|7|Vista Condor Global Academy (VCGA) uses several locally selected measures to track broad course of study access for all students. The primary tracking tools include Master Schedule Analysis to monitor enrollment patterns across all course offerings, CALPADS data to track participation in enrichment and elective courses, and Physical Fitness Test (PFT) participation to measure Grade 5 students completing all five fitness components. VCGA monitors access to comprehensive programming that extends beyond core academic subjects of ELA, Math, Science, and Social Studies. The school tracks participation in music education through their Maestro Music partnership, visual arts instruction provided by a full-time credentialed art teacher, physical education, STEAM-based learning experiences, and Global Project initiatives. The school systematically monitors access across all student populations, with particular attention to their 51% English Learners, 9% Students with Disabilities, 97% Socioeconomically Disadvantaged students, 2% Foster Youth, and 6% Homeless Youth across grades TK-5. Current performance data shows 100% of students participate in enrichment or elective courses, while 27% of Grade 5 students complete all PFT components. These measures ensure equitable access to comprehensive educational programming, with focused attention on supporting unduplicated student populations in accessing the full breadth of educational opportunities available at the school.|Based on locally selected measures, VCGA demonstrates strong universal access to broad course of study programming. Master Schedule Analysis and CALPADS data confirm 100% of students across all grade levels (TK-5) participate in enrichment and elective courses, maintaining consistent access over the past two years with no variation across student groups. All students, including the school's high-need populations of 51% English Learners, 97% Socioeconomically Disadvantaged students, and 9% Students with Disabilities, have equitable access to comprehensive programming beyond core academics. This includes music education through Maestro Music partnership, visual arts instruction with a dedicated credentialed teacher, STEAM-based learning experiences, and Global Project initiatives. However, Physical Fitness Test data reveals a concerning trend in physical education access. Participation in all five PFT components declined from 29% in 2022-23 to 27% in 2023-24, representing a 2% decrease that moves away from the 100% target. This decline suggests potential barriers to full physical education program participation that require attention. As a single-site TK-5 school, VCGA shows no site-based disparities in course access. The consistent 100% enrollment in enrichment programming demonstrates the school's commitment to comprehensive education for all students, though the declining PE participation indicates an area needing improvement to ensure complete broad course of study access.|Based on locally selected measures, VCGA successfully provides broad course of study access to all students without significant barriers. Universal Access Achieved: Master Schedule Analysis and CALPADS data demonstrate 100% student participation in enrichment and elective courses across all grade levels, with consistent access maintained over multiple years. No disparities exist across student groups, including 51% English Learners, 97% Socioeconomically Disadvantaged students, and 9% Students with Disabilities. Comprehensive Programming: All students access core academics plus music education, visual arts instruction, STEAM-based learning, and Global Project initiatives. The school successfully integrates specialized support for diverse learners within broad course offerings. Effective Systems: Despite serving a high-need population, VCGA has strategically allocated resources including specialized staff and intervention coordinators to ensure equitable participation across all programming areas. Strong Implementation: Consistent 100% enrollment data indicates effective systems ensuring all students participate in comprehensive educational programming beyond core subjects, regardless of individual needs or circumstances. Minor Enhancement Area: Physical Fitness Test participation shows improvement opportunity, though this reflects assessment methodology rather than access barriers, as all students receive physical education instruction.|VCGA has implemented the following strategic actions:  Enhanced Arts Programming: VCGA expanded arts education through sustained Maestro Music partnerships for year-round instruction, full-time credentialed art teachers, Global Performing Arts Assembly series, and after-school Brazilian dance programs. Technology Access: Implementation of 1:1 device program ensures all students have individual technology access with dedicated IT support maintaining bandwidth, filtering, and security protocols. Curriculum Enhancement: Adopted new ELA curriculum (My Perspectives/SAAVAS) with comprehensive teacher training. Annual inventory assessments address instructional material needs including consumable resource replacement. Physical Education Improvement: To address declining PFT participation, VCGA prioritized systematic PE program evaluation and resource allocation ensuring all students complete fitness components. Systematic Support: Continued investment in specialized staff including instructional aides, intervention coordinators, and arts specialists ensures students with diverse needs maintain full programming access while receiving necessary accommodations. Quality Assurance: Regular master schedule analysis and enrollment monitoring ensure sustained 100% participation across enrichment offerings for all student groups. These actions demonstrate VCGA's commitment to universal access while continuously improving program quality and engagement across all course offerings.|Met||2025-06-23|2025
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|7|TLC Charter School utilizes multiple locally selected measures to track student access to and enrollment in a broad course of study across grades TK-6: Master Schedule Analysis: Systematic review ensures all students, including unduplicated pupils and students with disabilities, are enrolled in core subjects (ELA, Mathematics, Science, Social Studies, Physical Education), arts education (Music, Art, Dance), and technology instruction. CALPADS Enrollment Data: Regular monitoring verifies 100% student participation in required coursework across all grade spans, with specific tracking of unduplicated student groups and students with exceptional needs. Extended Learning Participation Tracking: Systems monitor student access to enrichment programming including afterschool clubs, academic support, arts activities, and project-based showcases to ensure equitable participation across populations. IEP Compliance Monitoring: Special education case management ensures students with disabilities access the full course of study within general education settings through TLC's inclusion model. Technology Access Records: Device assignment and digital platform usage data (iReady, ST Math, GetEpic) track comprehensive technology access across all content areas. These measures collectively ensure equitable access to TLC's comprehensive educational program for all students regardless of background or learning needs, supporting the school's commitment to inclusive, culturally responsive education.|Based on locally selected tracking measures, TLC Charter School demonstrates comprehensive access to and enrollment in a broad course of study for all students across grades TK-6: Universal Access: Master schedules confirm 100% student enrollment in required core subjects (ELA, Mathematics, Science, Social Studies, Physical Education), arts education, and technology instruction across both sites. CALPADS data confirms no enrollment gaps across student groups. Equitable Site Access: Site 1 (TK-K) and Site 2 (Grades 1-6) provide equivalent core curriculum with age-appropriate programming. The Community Library at Site 2 offers additional literacy enrichment. Participation Across Groups: Afterschool programming shows 50% participation with no disparities across unduplicated populations (81% Hispanic, 72% socioeconomically disadvantaged, 16% English Learners). Students with disabilities (20% enrollment) access full curriculum through inclusive programming without removal from general education. Enhanced Programming: Upper grades access specialized dance programming through community partnerships. All students receive music and art instruction. Technology Access: Device records confirm 1:1 technology access across all sites and groups, with comprehensive digital platform usage. No access barriers exist across sites or student populations, maintaining equitable educational opportunities for all students regardless of background or learning needs.|Based on locally selected measures, TLC has identified minimal barriers to providing access to a broad course of study: Attendance-Related Barriers: Chronic absenteeism affects English Learners (25.5%) and Hispanic students (25.6%), reducing exposure to comprehensive programming despite universal enrollment. Split Campus Logistics: Two-site configuration creates transportation challenges limiting afterschool and extended learning access for some families. Staffing Gaps: Need for specialized personnel (Math Interventionist, enhanced ELD support) indicates capacity limitations affecting quality of access rather than enrollment access. Economic Constraints: Transportation difficulties and work schedule conflicts limit participation in extended learning opportunities beyond core instruction. Language Barriers: Despite translation services, language barriers may affect full participation in specialized programming. Intervention Intensity: Current staffing cannot provide intensive support needed for students performing significantly below grade level, affecting meaningful access to grade-level content. These barriers primarily impact participation quality and extended opportunities rather than basic course enrollment, which remains at 100% across all student populations. All students access required core subjects, arts education, and technology instruction regardless of background or learning needs.|In response to identified barriers, TLC has implemented the following actions to ensure broad course of study access: Attendance Interventions: Goal 1, Action 5 implements chronic absenteeism support including home visits, transportation coordination, and independent study options to maintain course access for frequently absent students. Enhanced Staffing: Goal 1, Action 4 adds a Math Interventionist for intensive support ensuring meaningful grade-level content access. Goal 1, Action 3 strengthens ELD programming for language acquisition support. Transportation Solutions: Goal 3, Action 3 coordinates community partnerships addressing transportation barriers while extended learning programming provides additional course access through afterschool opportunities. Language Access: All materials provided in English and Spanish with interpreter services ensuring full family participation in educational programming. Technology Equity: Goal 2, Action 4 maintains 1:1 device access eliminating digital barriers to course participation. Extended Learning: Goal 3, Action 1 provides comprehensive afterschool programming including academic support, arts enrichment, and specialized activities extending course access beyond regular hours. These systematic interventions address identified barriers while maintaining 100% enrollment in required coursework across all student populations, ensuring equitable access to TLC's comprehensive educational program.|Met||2025-06-26|2025
30103060138800|Suncoast Preparatory Academy|7|Suncoast ensures that all TK–12 students have equitable access to a broad course of study through virtual curriculum platforms such as IXL, CTC Math, and BrainPop EL. These platforms align with California state standards and provide comprehensive coverage across core subjects and electives. Access is provided to all students, including English Learners, foster youth, low-income students, and those with exceptional needs. Internal tracking spreadsheets, monitored by staff and reviewed by the Orange County Department of Education, support ongoing oversight of enrollment and curriculum access. Education Specialists and program support teams regularly monitor educational activities to confirm alignment with individual learning plans. Enrichment courses, live classes, and community-based learning are also documented and disaggregated by student group (when statistically applicable) and grade span to ensure inclusive participation in subjects such as the arts, science, and physical education. High school course plans are reviewed for A–G alignment with support from the High School Support Liaison. Students with IEPs access a full curriculum with documented accommodations in SEIS, and ongoing progress tracking is integrated into Learning Period meetings.|Using rosters from our virtual curriculum platforms (IXL, CTC Math) and internal tracking spreadsheets disaggregated by grade span and student group (where statistically applicable), Suncoast confirms that 100% of enrolled students have continued access to a broad course of study. Education Specialists work closely with families to tailor curriculum and enrichment aligned to California standards and individualized learning needs. All students, including unduplicated pupils and those with exceptional needs, are supported in accessing instruction across core subjects and electives, including language arts, math, science, social studies, physical education, and the arts. Beyond asynchronous platforms, students participate in synchronous Suncoaster Classes—live, series-style courses that offer enrichment and academic content in areas such as art, science labs, music, and collaborative projects. These classes promote both subject access and peer connection. High school students receive additional support through the High School Support Team to ensure enrollment in A–G aligned courses, dual enrollment, and elective pathways. This year, we expanded cohort-based enrichment and continued development of CTE opportunities. No significant disparities in access were identified across student groups. Equity is monitored through Learning Period meetings, enrollment logs, and disaggregated participation data where applicable.|There are no current barriers to students engaging with or having access to a broad course of study.|To ensure equitable access to a broad course of study for all students, Suncoast prioritizes continuous monitoring and responsive support across platforms, programs, and student groups. Education Specialists regularly review student enrollment, engagement, and progress in standards-aligned curriculum through virtual tools, enrichment opportunities, and synchronous Suncoaster Classes. Access data is disaggregated by grade span and student group (where statistically applicable) to identify patterns and quickly address barriers. All students receive dedicated educational funding to support personalized learning plans, allowing families to supplement core instruction with curriculum, project-based materials, and enrichment aligned with California standards and tailored to individual learning styles. Staff receive ongoing training to ensure consistent implementation of access-monitoring tools. Program and support teams collaborate to refine onboarding, technology support, and family communication, helping eliminate access gaps and promote inclusive participation across all subject areas.|Met||2025-06-23|2025
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, participate in handwork and fiber arts, engages in visual and performing arts (drama, music, choir), and celebrates 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||2025-06-10|2025
30103060139469|International School for Science and Culture|7|In September 2024, ISSAC approved the Sufficiency of Instructional Materials following meaningful discussions with educational partners to ensure that every student had access to curriculum materials in ELA, Math, Science, Social Studies, Mandarin, and Spanish. A public hearing was held to gather input from parents and to provide a clear explanation of the curriculum selections made for each grade-level group.|All school curricula are available in both print and digital formats, ensuring flexibility in access. Every student is provided with a Chromebook, allowing them to easily utilize online learning resources.|None|In response to the results of locally selected measures and stakeholder feedback, the LEA has taken several steps to ensure equitable access to a broad course of study for all students. These actions include expanding project-based learning opportunities that integrate core academic subjects with real-world applications, increasing access to off-campus field experiences that promote collaboration and hands-on learning, and strengthening multicultural programming to reflect and celebrate the diverse backgrounds of our student population. To support access, the LEA ensures all students receive both print and digital curriculum materials and are equipped with Chromebooks for full participation in online learning platforms. The LEA has also prioritized inclusive engagement by working to involve underrepresented families—particularly Spanish-speaking communities—in curriculum planning and school decision-making processes. These ongoing efforts reflect a commitment to providing every student with a well-rounded, inclusive, and engaging educational experience.|Met||2025-06-26|2025
30103060139964|Orange County Classical Academy|7|To track the extent to which all students have access to, and are enrolled in a broad course of studies, we have a Multi-tiered System of Support data spreadsheet. This spreadsheet tracks the progress of students in all of their courses of studies, and also tracks student progress in areas of reading fluency, reading comprehension through our internal benchmark, mathematics fluency and benchmark, attendance, and discipline records. Through this, we are also able to track the progress of our English learners and Special Education students, identify where supports are necessary, and provide those supports.|At OCCA, all students in every grade level have access to literacy, literature, grammar, writing, mathematics, science, history, geography, physical education, music, and art. Beginning in the 2nd grade, all students begin learning cursive writing. Beginning in 3rd grade, all students receive additional instruction in alignment with Common Core State Standards, which may not be included in the Classical standards, and also begin receiving instruction in foundation technology learning (for example, typing). Finally, beginning in the 4th grade, all students begin taking Latin class. In addition to having access to these courses, English Learners are supported throughout the day as integrated ELD strategies are used during lessons, and they also receive designated ELD support. For students in Special Education, there are push-in services by the Education Specialist and other SPED Instructional Assistants, as well as pull-out services based on the students’ specific accommodation needs. One-on-one behavioral specialists contracted from outside of the school are also provided to students who require the support so they have full access to the course of studies offered at OCCA. Throughout all grades, TK - 9th, all students benefit from a rich liberal arts and sciences program that includes the Visual and Performing Arts as well as curriculum aligned field trips and support programs.|An area of attention next year is improving attendance to optimize instructional minutes.|Incentives will be employed as well as improved monitoring to track student attendance in the classroom. We will continue to include measures to help capture behavioral and school attendance measures to supplement and guide MTSS discussions and resulting actions.|Met||2025-06-12|2025
30103060140822|Irvine International Academy|7|We employ various measures such as teacher credentials, classroom schedules, and master schedules 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.), STEAM, and Music. 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 Multi-Tiered Systems of Support (MTSS). 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. Our Master Schedule ensures that all students have access to the core content and Mandarin, since we are a dual-immersion school. All of our elementary students also have access to music and STEAM, and middle school students have access to a variety of electives, such as music, engineering, leadership, STEAM, and speech and debate.|The school ensures unrestricted access to a wide-ranging curriculum for all students, without any barriers hindering their educational opportunities. We are also continuing to expand our middle school elective offerings to increase engagement and access to a broad range of courses.|We are fulfilling this requirement by consistently offering students a comprehensive curriculum and will continue to provide necessary support to students whenever they are required. We are also creating an advanced Mandarin elective to provide a broader range of Mandarin instruction in middle school and increasing the variety of different electives offered.|Met||2025-06-10|2025
30103060141978|Vista Meridian Global Academy|7|Vista Meridian Global Academy tracks broad course of study access through master schedule analysis, CALPADS data, School Accountability Report Card (SARC) monitoring, and annual curriculum inventory assessments. The school monitors 100% student participation in elective courses, 100% enrollment in UC A-G approved courses, and Physical Fitness Test participation rates for Grade 9 students. All students across grades 9-12 access UC A-G curriculum, Visual and Performing Arts through Music and Art courses, and Physical Education. For unduplicated students comprising 99% Socioeconomically Disadvantaged and 36% English Learners, the school tracks participation in CTE pathways including Global Business, Biomedicine, Automotive Technology, and Information Technology, along with dual enrollment opportunities through their Santa Ana College partnership. Students with Disabilities (13%) are monitored through a full inclusion model using IEP tracking via the SEIS system and accommodated assessment plans. The school also monitors specialized programming including Career Technical Student Organizations participation, early college course enrollment and completion rates, and work-based learning partnerships with EXP. VMGA maintains 100% participation targets across all course categories to ensure equitable access for their predominantly unduplicated student population, using these comprehensive tracking systems to identify and address any gaps in course access or enrollment patterns.|At VMGA, all students demonstrate strong access to and enrollment in a broad course of study, achieving 100% participation in elective courses and 100% enrollment in UC A-G approved courses across all student groups. Universal Access Results: All 260 students in grades 9-12 access comprehensive programming including UC A-G curriculum, VAPA, and electives. The school maintains full inclusion for Students with Disabilities (13%), ensuring equitable access to general education curriculum with accommodations. Student Group Performance: While access is universal, engagement varies by group. English Learners show strong participation in advanced coursework, with 69% of 9th graders and 50% of 10th graders successfully completing dual enrollment courses. This demonstrates effective utilization of rigorous programming when appropriate support is provided. Areas for Growth: Physical Fitness Test participation requires improvement, with 84% of Grade 9 students completing all five components, targeting 95% for 2024-25. Equity Achievement: As a single-site charter serving predominantly unduplicated students (99% Socioeconomically Disadvantaged, 36% English Learners), VMGA eliminates traditional access barriers through universal programming. CTE pathways, early college opportunities, and specialized support systems ensure all students access identical comprehensive course offerings regardless of background or learning needs, with no differentiation based on student characteristics.|Based on VMGA’s locally selected measures, it successfully provides access to a broad course of study for all students without significant barriers. Universal Access Achievement: The school achieves 100% student participation in elective courses and 100% enrollment in UC A-G approved courses across all student groups. Despite operating across three sites, daily transportation effectively maintains access to specialized programming including Science, Physical Education, and Music courses. Strong Performance Across Student Groups: All students access identical comprehensive programming regardless of background. English Learners demonstrate strong engagement with 69% of 9th graders and 50% of 10th graders successfully completing dual enrollment courses. Students with Disabilities receive full inclusion with appropriate accommodations. Effective Systems: Vista Meridian's universal programming model, CTE pathways, early college opportunities, and multi-site coordination successfully eliminate traditional access barriers. The school's service to 99% Socioeconomically Disadvantaged and 36% English Learner populations through identical high-quality programming demonstrates effective barrier removal. Minor Optimization: Physical Fitness Test participation at 84% represents the only area below full participation, with improvement targeted to 95%. The school's planned facility consolidation will further optimize delivery while maintaining current comprehensive access levels.|Based on Vista Meridian Global Academy's locally selected measures results, the school is implementing key actions to ensure continued broad course access: Infrastructure and Support Enhancements: VMGA is consolidating operations into fewer sites to eliminate logistical barriers, transitioning to 1:1 device access, and implementing comprehensive Multi-Tiered System of Supports (MTSS) with additional Intervention Coordinators, Instructional Aides, and expanded tutoring services including Saturday School programming. Program Expansion: New for 2025-26, the school is launching Career Technical Student Organizations within existing CTE pathways and expanding work-based learning partnerships for enhanced career exploration opportunities. Instructional Improvements: Science of Reading professional development and specialized ELA and Mathematics instructional coaching will strengthen teacher capacity for supporting diverse learners in accessing grade-level content. Student Support Systems: Enhanced counseling services, PBIS implementation, and trauma-informed practices ensure comprehensive support for the 99% Socioeconomically Disadvantaged population to fully participate in rigorous coursework. These systematic improvements address operational efficiency, academic support, and student engagement while maintaining the school's successful universal access model that currently achieves 100% participation in electives and UC A-G courses.|Met||2025-06-23|2025
30103060142000|Explore Academy|7|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. 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 academic success.|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. 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 academic success.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size.|We will continue to provide Free After School program for all students.|Not Met|||2025
30103060142026|Oxford Preparatory Academy - Middle|7|Oxford Preparatory Academy uses a combination of locally selected tools and assessments to monitor and ensure that all students—including unduplicated student groups and students with exceptional needs—have access to, and are enrolled in, a broad course of study across all grade spans. These tools include Aeries for course enrollment and scheduling data, i-Ready diagnostics for ELA and Math (administered three times per year), and internal data tracking systems for elective and enrichment participation. Student performance and placement data are regularly reviewed during grade-level and data team meetings to inform differentiated instruction, identify support needs, and ensure inclusive access to core content and enrichment courses such as STEAM, Music, and CTE pathways. The full inclusion model and MTSS framework further support equitable access by ensuring that instructional decisions are informed by academic, behavioral, and language acquisition data.|All students are enrolled in Math, English Language Arts, Social Studies, Physical Education, and Science, and a World Language. All students are able to choose different electives, which may include music courses, ASB, PAL, and Career Technical Education pathways. 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.|One identified barrier to ensuring full access to a broad course of study for all students is the ongoing need to build teacher capacity in meeting diverse student needs within the general education setting. Specifically, effectively differentiating instruction to address varied learning profiles, language acquisition needs, and support for students with disabilities remains an area of focus. To address this, Oxford Preparatory Academy continues to provide targeted professional development in differentiation strategies, structured literacy, multiple intelligences, and Universal Design for Learning (UDL). These efforts are aimed at equipping teachers with the tools to deliver rigorous, engaging instruction that is accessible to all learners and to reduce instructional gaps that may hinder equitable access to the full range of course offerings.|Oxford Preparatory Academy has implemented several key actions to ensure that all students have equitable access to a broad course of study. Professional development has been expanded to include a focus on Multi-Tiered System of Support (MTSS), mathematical practices, differentiated instruction, and the integration of multiple intelligences to support diverse learners. To provide targeted academic support, each site has adopted a six-week rotating intervention model to address student needs while maintaining access to core instruction. Students in grades 6–8 participate in a rotating elective wheel that includes STEAM and Career Technical Education (CTE) offerings. Additionally, full-year CTE electives have been added at the middle school level to enhance college and career readiness further and ensure access to rigorous, standards-aligned coursework for all learners.|Met||2025-06-26|2025
30103060142224|California Republic Leadership Academy Capistrano|7|CRLA Capistrano tracks progress in meeting Priority 7 standards by using data from School Pathways, the school’s student information system, 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 CRLA Capistrano are required to take a broad range of courses as part of our classical education program. All students receive instruction in English language arts, history, science, math, and the arts.|We do not see any barriers preventing the school from providing access to a broad course of study for all students. Students are provided alternatives as appropriate, to ensure that each student has access to a broad course of study.|As mentioned above, we do not see any barriers that require revisions.|Met||2025-05-26|2025
30103060142570|California Republic Leadership Academy Yorba Linda|7|CRLA tracks progress in meeting Priority 7 standards by using data from School Pathways, the school’s student information system, 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 CRLA are required to take a broad range of courses as part of our classical education program. All students receive instruction in English language arts, history, science, math, and the arts.|We do not see any barriers preventing the school from providing access to a broad course of study for all students. Students are provided alternatives as appropriate, to ensure that each student has access to a broad course of study.|As mentioned above, we do not see any barriers that require revisions.|Met||2025-05-26|2025
30103063030723|OCSA|7|A-G & CTE pathways.|OCSA offers a college prep (A-G) course of study as well as a conservatory program that offer a CTE pathway.|Students with disabilities sometimes do not meet all of the requirements due to the nature of their disability.|Parent and student education will be provided as to A-G and CTE pathway requirements.|Met||2025-07-31|2025
30647660000000|Lowell Joint|7|To monitor access to a broad course of study, Lowell Joint School District uses several locally selected tools. At the elementary level, site-submitted daily schedules and time blocks ensure that all required content areas, including ELA, math, science, social science, PE, and VAPA, are provided with fidelity. Rotational schedules for music, STEAM, and art programs are tracked, along with rosters and sign-up sheets for enrichment activities and interventions. The district also reviews access to the Expanded Learning Opportunities Program (ELOP) and monitors intersession attendance, ensuring equitable access to enrichment across all student groups.  At the junior high level, the district reviews master schedules, course catalogs, and student enrollment data to monitor elective participation and academic offerings, including STEM and robotics. A team approach is used to ensure targeted supports are in place for unduplicated students and students with disabilities. Program-specific logs (e.g., GATE identification, music instruction, Youth Theater) and stakeholder surveys also inform the district’s understanding of course access for historically underserved populations.|All students in Lowell Joint School District have access to a broad and diverse course of study. This includes all required content areas, and a variety of enrichment and support opportunities throughout the day. In grades TK–6, students receive instruction in all required academic areas, with additional structured instruction in music, art, and science rotations. Credentialed music teachers provide weekly choral instruction, and all 5th and 6th-grade students may participate in band and drumline. Programs like the Lowell Joint Youth Theater expand access to performing arts for students in grades 4–6.  At the intermediate level (grades 7–8), all students select from a wide range of electives, including STEM, Spanish, music, leadership, and visual arts. Rancho Starbuck has offered a Design and Construction course, AP Computer Science, and a robust STEAM pathway that includes robotics and lab-based projects. There is also an implementation of CTE courses. Students with disabilities are included through co-taught classes and scheduling accommodations that allow full elective participation.  Technology is integrated across grades, with Chromebooks provided to all students and structured opportunities to build 21st-century skills. Differences across sites have been reduced through consistent staffing, new program expansion, and data-driven monitoring of student participation, particularly among unduplicated pupils and students with exceptional needs.|The primary barriers to universal access include site-specific staffing limitations, especially in the delivery of specialized electives like robotics and advanced art, which can be difficult to offer at smaller elementary campuses. Scheduling constraints also affect elective variety at the junior high level, particularly for students requiring additional academic support or special education services. Some students are unable to access full elective choices due to the need for intervention blocks, IEP services, or support staff availability.  Transportation remains a challenge for some families seeking to participate in after-school enrichment or intersession programming. While the district has expanded ELOP offerings, participation may be limited for students who lack consistent transportation or whose families are unaware of available opportunities.|In response to identified barriers, the district has taken several steps to increase equitable access to a broad course of study. One key initiative is the Lowell Joint Youth Theater, which provides performing arts opportunities to all elementary sites, expanding access to arts education in a creative and inclusive format.  The junior high continues to enhance its STEAM and CTE pathways, offering students hands-on experiences in areas such as robotics and Computer Science. These programs are designed to support both college and career readiness while engaging a diverse range of learners. To ensure students receiving interventions or special education services retain access to electives, the district continues to support flexible scheduling, co-teaching models, and individualized planning at the site level. Principals collaborate with support staff to minimize course conflicts and maintain a balance between academic supports and enrichment.  The implementation of universal GATE screening in grades 2 and 4 has increased identification of underrepresented students and expanded access to differentiated learning opportunities. In addition, the district is working to strengthen family communication and awareness of available programs through multilingual outreach, school newsletters, and parent information sessions. The district will continue to collaborate across sites to ensure all students have meaningful access to a broad and engaging course of study.|Not Met|||2025
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.|This priority serves as a launching point to determine whether ALL students have access to rigorous, grade-level content and extracurricular opportunities.  Our 24-25 data collection indicates the following:  -Despite improvements in our attendance rate, a 20% chronic absentee rate makes it difficult to ensure all students receive access to grade level content. Our African American, Pacific Islander, Students with Disabilities, Homeless, and Foster Youth groups experience higher levels of chronic absenteeism. -Year-over-year BEISY data is evidence of the increasing mental health support our students require.  Additionally, the number of threat assessments conducted doubled from 269 in 2021-22 to 572 in 2024-25.   -The statewide substitute teacher shortage impacts students’ access to tier 1,  2, and 3 academic supports as intervention teachers on special assignments are needed to cover classroom assignments. -Student Climate Survey indicates that only 51.3% of our 3rd-6th grade students are excited to participate in class. -Our Observation Protocol for Academic Literacies walk-through data shows there is a need to build on students’ life experiences and interests to make content relevant and meaningful to them ( 3.8 out of 6). -All students have access to an e²STEAME-D curriculum -75% of our students participate in the Expanded Learning Opportunities Program (ELOP) -96% of parents Somewhat/Strongly Agree their children are receiving a well-rounded education (LCAP Survey)|Our biggest challenges are related to student attendance, student engagement, and substitute teacher availability.|In 2025-26, AESD will strengthen access to a broad course of study by -Elevating student voice in school decision making.  Our superintendent will be convening a Student Superintendent Roundtable to gather feedback directly from students as well as create tools and structures for site leaders to gather input from students at each site. -Professional development opportunities for educational staff will include asset-based strategies that incorporate culturally and linguistically affirming pedagogy and elicit students’ background knowledge into the teaching and learning process. -To alleviate the substitute shortage and protect Tier 1 instruction, TOSAs will be hired to support teacher release in order to participate in critical professional development within the school day. -Use of Attend software and other attendance promoting strategies will continue to be employed and monitored. -Increase student engagement by leveraging literacy through content areas such as science and social studies.|Met||2025-06-18|2025
30664230131417|Vibrant Minds Charter|7|Because we are a single school district with an enrollment of 246, 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 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 experiences during the school day, as well as after school and during the summer break.|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||2025-06-11|2025
30664236027379|Palm Lane Global Academy|7|Palm Lane Global Academy uses several locally selected measures to track broad course of study access: Master Schedule Analysis: Annual reviews ensure 100% of TK-6 students access core academics (ELA, Math, Science, Social Studies) plus enrichment including arts, music, ASL, athletics, robotics, and broadcasting. CALPADS Enrollment Tracking: Monitors equitable access across grade spans and student groups, particularly English Learners (36%), Students with Disabilities (16%), and Socioeconomically Disadvantaged students (77%). Full Inclusion Monitoring: Tracks Students with Disabilities participation in general education through IEP implementation, ensuring grade-level curriculum access with appropriate accommodations. Enrichment Participation Data: Maintains 100% participation in elective courses including Conga Kids, Maestro Music, Jazz Empowers, Student Council, and wellness activities. Physical Fitness Assessment: Monitors 98% participation rates for Grade 5 students in all five PFT components through SARC reporting. Specialized Program Access: Tracks participation in American Sign Language, Global Projects, and Innovation Village STEAM experiences across all student populations. These tools collectively ensure comprehensive monitoring of course access equity across all demographics, grade levels, and learning needs, supporting the school's commitment to providing transformative educational experiences for every student.|Based on locally selected measures, Palm Lane Global Academy demonstrates comprehensive broad course of study access: Universal Access: 100% of TK-6 students access core academics and enrichment regardless of demographics. No differences exist across student groups including 36% English Learners, 16% Students with Disabilities, 77% Socioeconomically Disadvantaged, or 81% Hispanic students. Equitable Programming: Full inclusion model ensures Students with Disabilities access grade-level curriculum alongside peers. Master schedule analysis confirms no barriers for any population accessing ASL, arts, music, STEAM, athletics, or leadership opportunities. Consistent Participation: Enrichment participation maintains 100% across all groups. Physical Fitness Test participation improved from 97% to 98%, progressing toward 100% target. Single-Site Advantage: As one campus, potential multi-site disparities are eliminated, ensuring consistent access for all students. Sustained Growth: While maintaining universal access, the school expanded offerings through community partnerships (Conga Kids, Maestro Music, Jazz Empowers) and CCSPP grant enhancements, broadening rather than restricting opportunities. Conclusion: No student groups experience differential access to broad course of study components. All students receive equitable enrollment in comprehensive programming that supports academic excellence and whole-child development across all grade levels and demographic populations.|PLGA has successfully eliminated barriers to broad course of study access: Universal Participation: 100% enrollment across all student groups demonstrates effective barrier removal. No differential access exists among English Learners (36%), Students with Disabilities (16%), Socioeconomically Disadvantaged (77%), or any demographic population. Adequate Resources: CCSPP grant funding provides sufficient resources for specialized staff, materials, technology, and partnerships supporting comprehensive programming. Communication Solutions: Translation services, multilingual ParentSquare platform, and culturally responsive outreach ensure all families access opportunities regardless of language or background. Inclusive Programming: Full inclusion model eliminates separate programming barriers for Students with Disabilities, ensuring grade-level curriculum access with appropriate supports. Systematic Supports: Transportation assistance, nutrition programs, and wraparound services address potential socioeconomic participation barriers. Professional Capacity: Ongoing coaching and specialized staff ensure educators effectively serve diverse learners across all programs. Sustained Access: Master schedule analysis and participation tracking confirm consistent, equitable access across all grade levels and populations. Current systems successfully provide barrier-free broad course of study access for all students, with comprehensive monitoring ensuring continued universal participation.|Based on monitoring results confirming universal access, PLGA is implementing enhanced actions to maintain and expand opportunities: Curriculum Strengthening: Implementing new ELA curriculum (My Perspectives/SAAVAS) with comprehensive teacher training to enhance literacy instruction across all populations. Targeted Coaching: Adding part-time ELD and Math Instructional Coaches to ensure English Learners and struggling students maintain full curriculum access with appropriate scaffolding. Professional Development: Implementing Science of Reading training and enhanced MTSS development through OCDE partnership to strengthen instructional capacity. Technology Enhancement: Maintaining 1:1 devices and upgrading classroom technology (Promethean boards, projectors) ensuring continued digital equity. Program Expansion: Continuing arts partnerships (Conga Kids, Maestro Music, Jazz Empowers) while adding enrichment opportunities based on student interests. Communication Systems: Enhancing multilingual ParentSquare platform and expanding family workshops to increase participation in extended learning. Progress Monitoring: Implementing systematic assessment using iReady diagnostics to identify and address emerging access gaps proactively. Facility Excellence: Maintaining exemplary conditions through comprehensive FIT protocols ensuring safe learning environments. These proactive enhancements sustain universal access while expanding opportunities for all student groups across grade levels.|Met||2025-06-23|2025
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: Review placement and transcripts of students annually Targeted Saturday Academy, after school seminars, and summer bridge programs. Expand access and enrollment in A-G course work, world languages and CTE pathways. District-wide agreed upon EL best practices, such as Intentional lesson design allows EL students to speak approximately 30% or more of the period. Intentional lesson design that embeds SWD accommodations, modifications, and instructional strategies that support students’ needs.|Met||2025-06-05|2025
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 diagnostic 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 CTE.|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||2025-06-26|2025
30664560000000|Buena Park Elementary|7|The Buena Park School District ensures that all students have access to a broad course of study by offering a comprehensive curriculum that includes core academic subjects (English Language Arts, mathematics, science, and history/social science) as well as visual and performing arts, physical education, and site-based passion programs. These programs vary by school and include offerings such as robotics, music, theater, and other enrichment electives aligned to student interests. Enrollment data is monitored through the Aeries Student Information System (SIS), allowing the District to disaggregate course access by grade span, student group (including English learners, foster youth, low-income students), and students with exceptional needs. Master schedules, class rosters, and course catalogs are reviewed annually to ensure equitable access.|All students in the Buena Park School District participate in a comprehensive course of study that includes core academic subjects along with specialized passion programs that vary by school site. These site-based programs ensure that students experience a well-rounded education tailored to their interests and developmental needs. Passion programs include Music and Arts electives (e.g., Choir, Orchestra, Disney Musicals, Percussion & Drumline), STEM-focused options (e.g., 3D Design & Modeling, Coding, Femineer Program, Robotics, STEM Aviation, and STEM Sailing Academy), and College and Career electives (e.g., Agriculture, Journalism, Medical Science, Culinary Arts). Additional opportunities include AVID, IB programs, Speech and Debate, and the Innovation Vanguard program.  Student survey results confirm strong student access across all sites. At the middle schools, 91% stated that their school offers elective classes to help explore interests in future careers, and 94% stated that their school provides opportunities to take honors or advanced courses. These findings reflect equitable access districtwide, with no significant disparities identified across school sites or student groups. Ongoing monitoring of enrollment patterns via Aeries SIS and feedback from students helps the District maintain inclusive and responsive course offerings.|While the Buena Park School District is committed to providing all students with access to a broad course of study, two primary barriers have been identified: limited instructional time and constrained budgets. Instructional time remains a challenge, as the daily schedule is largely dedicated to meeting core academic requirements. This leaves limited flexibility to integrate additional enrichment or elective courses without impacting essential instruction. Balancing the demands of foundational academic learning with broader exploratory offerings requires thoughtful scheduling and planning. Budget constraints also impact the ability to implement and sustain a wide array of passion programs and college/career electives across all school sites. Funding limitations affect curriculum expansion, staffing needs, and the professional development necessary for teachers to lead specialized programs. To address these challenges, the District has implemented a site-based specialization model in which each school focuses on one or two passion program strands—such as STEM, the arts, or vocational pathways. This allows the District to offer a diverse range of opportunities across campuses without overextending resources. Additionally, the District actively pursues grant funding and strategic partnerships to enhance and expand access to high-quality enrichment opportunities for all students.|In response to local data and survey feedback, the Buena Park School District has implemented several strategic actions to ensure all students have access to a broad and engaging course of study. The District is expanding access to college and career preparation by increasing the availability of honors courses and Career Technical Education (CTE) pathways, ensuring students are equipped for post-secondary success. To strengthen academic readiness, targeted interventions in literacy and math are being implemented to support struggling students, particularly in foundational skills. The District is also leveraging instructional technology to personalize learning, enhance engagement, and provide equitable access to high-quality instructional materials across all school sites. The addition of Instructional Coaches supports teachers in implementing effective, standards-aligned instructional strategies and expanding student access to diverse content areas. Additionally, the District continues to pursue grant funding to support program innovation and expand access to enrichment opportunities. These coordinated actions reflect the District’s commitment to continuous improvement and ensuring that every student, regardless of background or school site, receives a well-rounded and rigorous educational experience.|Met||2025-06-23|2025
30664640000000|Capistrano Unified|7|Capistrano Unified School District uses a range of locally selected tools and statewide indicators to monitor student access to and participation in a broad course of study. These include:  College/Career Indicator (CCI) metrics from the California School Dashboard, which disaggregate data by grade spans, race/ethnicity, socioeconomic status, English learner status, and students with disabilities. The CCI incorporates measures such as CTE Pathway Completion, A-G course completion, Advanced Placement (AP) and International Baccalaureate (IB) exam participation, Smarter Balanced assessment scores, dual enrollment in college credit-bearing courses, and the State Seal of Biliteracy.|Using locally selected tools such as the California School Dashboard’s College/Career Indicator (CCI) and the CDE’s Four-Year Adjusted Cohort Graduation Rate reports, Capistrano Unified School District (CUSD) monitors the extent to which all students have access to and are enrolled in a broad course of study. In 2024, 64% of all graduates were classified as “Prepared” per CCI standards. Students met these thresholds through participation in CTE pathways (16.1%), AP (55.7%), a-g coursework (79.8%), dual enrollment (12%), and Seal of Biliteracy awards (31%). However, disparities are evident across student groups. For example, only 16.3% of English Learners and 13.2% of Long-Term English Learners were identified as “Prepared,” compared to 77.2% of students identifying with two or more races and 69.3% of White students. Socioeconomically disadvantaged students made up 34.3% of the Prepared cohort, but also 68.5% of the Not Prepared group, indicating access gaps. Students with disabilities, foster youth, and homeless youth also had significantly lower representation in the Prepared group. Graduation data shows that while 91.9% of students earned a high school diploma, only 51% met UC/CSU a-g requirements, and just 17% earned a Seal of Biliteracy. These trends suggest that while access to a broad course of study is available, enrollment and success vary significantly by subgroup. Continued monitoring and targeted support are needed to ensure equitable access and outcomes.|Analysis of College/Career Indicator (CCI) results and cohort graduation data reveals several barriers preventing Capistrano Unified School District (CUSD) from ensuring equitable access to a broad course of study for all students. While 64% of graduates met “Prepared” criteria, only 16.3% of English Learners, 13.2% of Long-Term English Learners, and 3.2% of students with disabilities achieved this status. Socioeconomically disadvantaged students made up over two-thirds of the “Not Prepared” group despite representing roughly one-third of the overall student population. Foster youth and homeless students also showed disproportionately low rates of CCI preparedness. Barriers contributing to these gaps include limited access to advanced coursework (e.g., AP, IB, a-g, dual enrollment) for historically underserved student groups, language acquisition challenges for English Learners, and inconsistent academic and social-emotional support for students experiencing poverty or housing instability. Students with disabilities face obstacles related to course modifications and scheduling conflicts that limit participation in collegepreparatory pathways. Additionally, some school sites may have more robust course offerings or access to college/career programs than others, contributing to site-level disparities in student outcomes. These structural and systemic factors continue to impede equitable access to a broad course of study across the district.|n response to the findings from the College/Career Indicator (CCI) and cohort graduation data, Capistrano Unified School District (CUSD) is implementing targeted actions to expand equitable access to a broad course of study. To address the underrepresentation of English Learners, socioeconomically disadvantaged students, and students with disabilities in CCI “Prepared” levels, the district is expanding access to a-g coursework, dual enrollment, and CTE pathways, especially at school sites serving higher concentrations of unduplicated student groups. CUSD is also increasing supports for students navigating systemic barriers. This includes providing additional academic counseling, developing personalized graduation and college/career plans, and leveraging bilingual support staff and case managers for English Learners and foster/homeless youth. To reduce scheduling conflicts and increase participation, the district is exploring course offerings outside the traditional school day, including online and summer options. Professional development focused on inclusive practices and differentiated instruction is being implemented to ensure students with disabilities and English Learners are not excluded from rigorous academic pathways. Additionally, CUSD is reviewing site-level program availability and resource allocation to ensure all students, regardless of school site, have access to comparable opportunities that support success in college and career readiness.|Met||2025-06-18|2025
30664640106765|California Online Public Schools Southern California|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students.|Met||2025-06-10|2025
30664640123729|Community Roots Academy|7|Primary Tracking Systems Community Roots Academy uses Master Schedule Analysis and CALPADS data to document course offerings and track student enrollment across all programs. The School Accountability Report Card (SARC) monitors Physical Fitness Test participation for grades 5 and 7. Course Access Metrics The school tracks percentage of students participating in elective courses or enrichment (currently 100%) and monitors enrollment in CTE pathways including Robotics, Sustainability, Agriculture, Filmmaking, Business Entrepreneurship, and Digital Media through partnerships with Saddleback Community College. Equity Monitoring For unduplicated student groups and students with disabilities, the school monitors participation through the MTSS framework to ensure equitable access to arts programs (Music, Orchestra, Art), leadership opportunities (Green Champs, Student Leadership Team), advanced academics (Algebra 1), and specialized programs like Launch Lab for high achievers. Local Indicators Annual assessments confirm 100% student access to standards-aligned materials and broad course offerings beyond core subjects across all grade spans (K-8). The school systematically ensures Students with Disabilities and English Learners have full program access through comprehensive tracking systems that document participation rates and identify any barriers to enrollment in the complete course of study.|Overall Access and Enrollment Community Roots Academy demonstrates comprehensive access to a broad course of study for all 780 students across grades K-8. Master Schedule Analysis and CALPADS data confirm 100% student participation in elective courses or enrichment activities, with 100% participation in Physical Fitness Test components for grades 5 and 7. Course Offerings and Programs All students access core academics plus extensive offerings including Arts (Music, Orchestra, Art, Library, Garden), leadership programs (Green Champs, Student Leadership Team, Model UN), CTE pathways (Robotics, Sustainability, Agriculture, Filmmaking, Business Entrepreneurship, Digital Media), and advanced coursework (Algebra 1). The Launch Lab program expanded from grades 6-8 to serve all grades K-8. Student Group Access and Equity No significant differences exist across student groups in course access. Students with Disabilities receive full program access through inclusive MTSS practices, while English Learners access all programs plus designated ELD support. Socioeconomically Disadvantaged students participate equally across all offerings. Challenges and Continuity Challenges included temporary Music program disruption due to teacher resignation and inability to offer Medical/Healthcare CTE due to staffing constraints. However, core broad course of study access remained at 100% for all student populations.|Staffing and Recruitment Challenges The primary barrier preventing full access to a broad course of study is difficulty recruiting and retaining qualified educators. Community Roots Academy experienced a staffing challenge with the early resignation of the Music teacher for grades K-2 and 5, resulting in temporary program disruption until January 2025 when a replacement was hired. Specialized Program Staffing Despite extensive recruitment efforts, the school was unable to hire a qualified credentialed teacher for the Medical/Healthcare CTE elective program for middle school students, preventing this pathway from being offered during 2024-25. This represents a gap in the planned comprehensive CTE program. Regional Workforce Shortages County and state-wide teacher shortages compound recruitment difficulties, making it challenging to find high-quality educators to fill specialized positions. This systemic issue affects the school's ability to maintain consistent staffing across all program areas. Temporary Solutions and Impact While core broad course of study access remained at 100%, these staffing barriers required temporary solutions such as having teachers with music experience fill gaps, which may impact program quality and consistency. No Structural or Resource Barriers The analysis reveals no barriers related to facilities, funding, or student access policies. All identified barriers stem from human capital challenges in the current education employment market.|Immediate Staffing Solutions CRA successfully hired a qualified Music teacher in January 2025 to restore full Music programming for grades K-2 and 5. CRA implemented temporary coverage using teachers with music experience to maintain continuity during the recruitment period. Enhanced Recruitment Strategies CRA has intensified recruitment efforts for the Medical/Healthcare CTE position through expanded outreach and partnership networks. CRA is exploring alternative delivery models including guest instructors and community partnerships to ensure this pathway becomes available. Program Expansion and Strengthening In response to positive outcomes, the school expanded Launch Lab programming from grades 6-8 to include elementary grades K-5, increasing access to advanced learning opportunities. The CTE program partnership with Saddleback Community College was strengthened to provide additional instructional support and resources. Proactive Planning Measures CRA implemented earlier recruitment timelines and developed relationships with credential programs to build a pipeline of qualified candidates. CRA established backup staffing protocols and cross-training initiatives to minimize program disruptions. Quality Assurance Despite temporary staffing challenges, the school maintained 100% student access to broad course offerings through strategic resource allocation and creative scheduling solutions, ensuring no student groups experienced reduced access to educational opportunities.|Met||2025-06-09|2025
30664640124743|Oxford Preparatory Academy - South Orange County|7|Oxford Preparatory Academy uses a combination of locally selected tools and assessments to monitor and ensure that all students—including unduplicated student groups and students with exceptional needs—have access to, and are enrolled in, a broad course of study across all grade spans. These tools include Aeries for course enrollment and scheduling data, i-Ready diagnostics for ELA and Math (administered three times per year), and internal data tracking systems for elective and enrichment participation. Student performance and placement data are regularly reviewed during grade-level and data team meetings to inform differentiated instruction, identify support needs, and ensure inclusive access to core content and enrichment courses such as STEAM, Music, and CTE pathways. The full inclusion model and MTSS framework further support equitable access by ensuring that instructional decisions are informed by academic, behavioral, and language acquisition data.|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. Using assessment data as well as other data sources, the curriculum is differentiated for all student groups, and all students have access to all courses. Students with disabilities and Multilingual Learners are provided instruction through a full inclusion model.|One identified barrier to ensuring full access to a broad course of study for all students is the ongoing need to build teacher capacity in meeting diverse student needs within the general education setting. Specifically, effectively differentiating instruction to address varied learning profiles, language acquisition needs, and support for students with disabilities remains an area of focus. To address this, Oxford Preparatory Academy continues to provide targeted professional development in differentiation strategies, structured literacy, multiple intelligences, and Universal Design for Learning (UDL). These efforts are aimed at equipping teachers with the tools to deliver rigorous, engaging instruction that is accessible to all learners and to reduce instructional gaps that may hinder equitable access to the full range of course offerings.|Oxford Preparatory Academy has implemented several key actions to ensure that all students have equitable access to a broad course of study. Professional development has been expanded to include a focus on Multi-Tiered System of Support (MTSS), mathematical practices, differentiated instruction, and the integration of multiple intelligences to support diverse learners. To provide targeted academic support, each site has adopted a six-week rotating intervention model to address student needs while maintaining access to core instruction. All students in grades K–5 continue to receive weekly STEAM instruction.|Met||2025-06-26|2025
30664640140061|OCASA College Prep|7|OCASA College Prep tracks access to a broad course of study using several locally selected tools. These include the school’s master schedule, student transcripts, A-G course enrollment reports, and disaggregated data by student groups. Course access is also reviewed during instructional planning and LCAP development to ensure all students—especially unduplicated student groups and students with exceptional needs—have equitable opportunities across academic and enrichment areas. IEP and EL plan reviews ensure students receive the necessary supports to engage in all content areas. The school also considers input from student voice surveys, counseling data, and feedback from family engagement sessions to monitor perceptions of access and participation.|OCASA College Prep offers all students access to a comprehensive course of study aligned with college and career readiness standards. The school provides a full suite of A-G aligned core academic courses, visual and performing arts, foreign language, STEM electives, and Career Technical Education (CTE) pathways. Students are supported in accessing rigorous coursework through a combination of academic counseling, teacher support, and intervention programs. All student groups, including English learners, low-income students, foster youth, and students with disabilities, have access to this curriculum. There are no significant disparities in course enrollment between student groups. OCASA College Prep’s model emphasizes personalization and ensures students are encouraged and supported in pursuing a well-rounded academic experience.|Despite strong offerings, OCASA College Prep faces some barriers in ensuring complete and consistent access to a broad course of study. Staffing capacity for specialized courses, including advanced STEM electives and foreign languages, can limit the range of course sections offered, particularly in upper grades. Limited access to facilities and equipment for certain lab-based or performance-based classes can also constrain expansion. For students with exceptional needs, balancing required support services with access to full elective participation can sometimes pose a scheduling challenge. Additionally, students balancing work, family responsibilities, or transportation issues may experience difficulties accessing after-school or dual enrollment opportunities.|To address these barriers, OCASA College Prep is expanding its course catalog through a combination of in-person, online, and blended course options to ensure flexibility and greater access. Investments in professional development and staff recruitment are being made to increase course section availability, especially in STEM and CTE. Facility usage is being reviewed to better accommodate lab-based courses and student-centered learning environments. To support students with IEPs and 504 plans, cross-department collaboration is ensuring schedule alignment so that support services do not interfere with access to enrichment and elective opportunities. The school is also expanding its partnership with community colleges to provide dual enrollment options with embedded support and improving transportation coordination to allow more students to participate in extended learning opportunities.|Met||2025-06-24|2025
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||2025-06-16|2025
30664646120356|Opportunities for Learning - Capistrano|7|Our school ensures all students have equitable access to a broad course of study aligned with state standards, college and career readiness, and schoolwide goals. Every student receives a personalized academic plan upon enrollment, with prompt support for English Learners and Students with Disabilities, including access to appropriate courses, accommodations, and services under FAPE. Diagnostic assessments are given three times a year to guide placement and instructional decisions. Teachers, counselors, and intervention staff use this data to monitor progress and adjust academic plans as needed. Instruction is delivered through independent study workbooks, direct instruction, and online platforms, all aligned to CCSS and NGSS. Edmentum ensures our digital course offerings meet state standards. Students can choose from over 60 core and 100 elective courses, with more than 90% A-G approved and 96% incorporating SDAIE strategies. This broad and rigorous curriculum supports all learners in achieving their academic and career goals.|All students have access to a comprehensive and standards-aligned course of study. Academic planning guides help identify courses needed to address learning gaps. Our blended learning model includes Direct Instruction, Independent Study with Student Activity Workbooks, and online curriculum through the Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA eligibility standards. Students interested in AP courses engage in collaborative planning with teachers and parents/guardians to determine readiness. Direct Instruction offers structured support in core areas and is also integrated into online learning. Course offerings are responsive to student needs and are guided by course completion data and RenStar ELA/Math benchmark assessments. Students requiring additional academic support are provided targeted intervention through Exact Path and Achieve 3000. The iLit reading intervention program is used across the charter to support English Learners in building literacy and reading comprehension skills.|OFL Capo continues to expand its course offerings by adopting new curriculum options and addressing digital access barriers through the provision of educational technology for students with connectivity challenges. These efforts have strengthened the school’s ability to offer a broad and diverse range of courses to all students. However, a key challenge remains: many students enter with significant gaps in foundational skills, limiting immediate access to grade-level coursework. As an academic recovery program, OFL Capo meets students where they are academically and works to close these gaps through targeted interventions. Success in this area requires more than academics—it also involves providing social-emotional support to ensure students stay engaged and motivated. OFL Capo remains committed to implementing the necessary academic and social-emotional supports to guide students toward grade-level proficiency and graduation.|To address barriers—especially foundational skill gaps that limit access to OFL-Capo’s broad course of study—educational partners have emphasized the importance of ongoing professional development for school staff. These learning opportunities aim to strengthen instructional practices, support academic growth, and enhance social-emotional learning across all student groups. Key needs identified include expanded tutoring, improved educational technology, and diversified curriculum options to strengthen instruction in Math and English Language Arts. These priorities have been incorporated into the LCAP under Goal 2. In addition, to better support students facing social-emotional challenges that impact their academic access—particularly among certain student subgroups—OFL-Capo is addressing this need through actions outlined in LCAP Goal 3.|Met||2025-06-23|2025
30664720000000|Centralia Elementary|7|100% of Centralia Elementary School District (CESD) students have access to a broad course of study, including music and the arts. CESD utilizes a daily schedule, aligned to the state’s instructional minute time guidelines to ensure all students have access to and are enrolled in a broad course of study. Additionally, standards-based report cards are used to track the implementation of a broad course of study. CESD utilizes the CALPADs system for tracking students enrolled in courses for transitional kindergarten through sixth grades. All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Our elementary programs are multidisciplinary and integrated.100% of our students have access to, and are enrolled in, a broad course of study at all sites. All CESD teachers are credentialed with the appropriate multiple-subject credential to meet the needs of students and access to a broad course of study. Students who are identified for the school’s intervention programs are invited to participate in intensive programs during the school day and or after school. In addition, CESD is committed to providing a free and appropriate public education for all students with special needs in the least restrictive environment. Placement and services for students with disabilities are based on assessment results in accordance with a student's unique needs as determined by the Individualized Education Program (IEP) Team. Services are implemented in a continuum of program options ranging from the general education environment, Special Day Class (SDC) placements and out of district placements. All students with IEPs are assured access to the general education curriculum and participation in the general education environment, as appropriate. 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 students that|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||2025-06-11|2025
30664800000000|Cypress Elementary|7|All students in Cypress School District are provided access to, and are enrolled in, a broad course of study that includes core academic subjects and English language development, as appropriate. The district conducts annual reviews of elementary classroom schedules, report cards, and Individualized Education Programs (IEPs) to ensure instructional access and alignment. Additionally, the student information system is utilized to monitor enrollment patterns and verify that all students—including unduplicated student groups and students with exceptional needs—are equitably participating in a comprehensive instructional program.|All students in Cypress School District are enrolled in a comprehensive course of study. For students in transitional kindergarten through grade 6, this includes instruction in English language arts, mathematics, social sciences, science, visual and performing arts, health, and physical education. The district ensures equitable access to this broad curriculum for all students, including those who are part of the unduplicated student population. Students with disabilities receive services in the least restrictive environment, aligned with their Individualized Education Programs (IEPs), to support full participation in the general education curriculum.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|Cypress School District has a long-standing commitment to serving a diverse student population through high-quality instruction and support services. Our experienced and dedicated teaching staff reflects a culture of professional growth, with many educators having advanced through the district’s internal pathways. The district maintains strong overall student achievement and remains focused on closing achievement gaps through targeted interventions delivered by credentialed staff. Recognizing the importance of addressing the whole child, the district has identified the need to expand and deepen implementation of a Multi-Tiered System of Support (MTSS). This framework will strengthen our ability to provide equitable access to a broad course of study while addressing students’ academic, social-emotional, and behavioral needs.|Met||2025-06-18|2025
30664980000000|Fountain Valley Elementary|7|Fountain Valley School District is committed to ensuring that all students have access to a broad course of study that is appropriate to their grade span. This commitment to access includes mandatory participation in the core instructional areas of English-Language Arts, Math, Science, History/Social Studies, and Physical Education. In addition, FVSD is committed to providing students with a broad course of study that includes student choice options for participation in Visual and Performing Arts, Foreign Languages, Applied Arts, and Career Technical Education at the middle school levels. In grades TK-5, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts-related instruction, and STEM-related instruction. In grades 6-8, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four academic core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required|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. A review of middle school master schedules shows that students at Masuda Middle School and Fulton Middle School have access to foreign language classes.|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 2025-26 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 2025-26 school year, FVSD is expanding the reach of intervention supports to provide additional staffing that will be dedicated to supporting intervention across the elementary grade levels. At the middle school level, FVSD will continue to pursue opportunities to extend learning beyond the confines of the traditional school day by offering high-dose tutoring for targeted students during and outside of the school day. Finally, FVSD continues to dedicate resources through the LCAP to procure instructional materials to support the expansion of robotics programs at both the elementary and middle school levels. Through continued analysis of a variety of metrics, FVSD will reflect on and refine practices to ensure students bene|Met||2025-06-18|2025
30665060000000|Fullerton Elementary|7|Fullerton School District (FSD) monitors student access to a broad course of study through multiple data systems and tools. PowerSchool, the District’s student information system, and CALPADS, the State’s student information system, are used to track course enrollment across grade levels (TK–8) and monitor access for all student groups, including unduplicated pupils and students with exceptional needs. FSD ensures implementation of courses required by Ed Code and provides additional offerings tailored to site-based programs and student interests, such as enrichment, intervention, technology, and elective options, including career and technical education-related courses.  Illuminate, the District’s data management system, is used to disaggregate achievement and placement data by subgroup, including English Learners, students with disabilities, socioeconomically disadvantaged students, GATE-identified students, and by ethnicity and gender. Multiple measures are used to guide course placement decisions, including i-Ready diagnostics, State test results, common formative assessments, classroom performance, and other site-identified tools. These data sources support equitable access and help ensure all students are appropriately placed in intervention, core, and advanced academic programs.|Fullerton School District (FSD) ensures all students have access to a broad course of study that includes core academics, enrichment, and intervention. All schools provide RtI support in ELA and/or math, and students can also participate in various summer programs focusing on learning recovery as well as enrichment. Each student has access to a personal technology device, supporting digital learning and 21st-century skills across content areas. All elementary students receive instruction in the arts, including music, visual art, dance, and theater.  At the junior high level, FSD offers a range of CTE-related elective courses that introduce students to fields such as computer science, entrepreneurship, engineering, digital media, and design. These courses help students explore career interests and build foundational skills aligned to future college and career pathways. Middle school students may also enroll in college-level courses through the Middle College program, earning early college credit.  Course access is monitored through PowerSchool, CALPADS, and Illuminate to ensure equitable opportunities for all student groups, including unduplicated pupils and students with exceptional needs. Program offerings are responsive to student interests and site needs, supporting FSD’s commitment to a well-rounded education for all.|Analysis of student achievement data, program participation, and community feedback indicates that Fullerton School District (FSD) is not currently facing significant barriers that prevent students from accessing a broad course of study. While this remains a strength, FSD continues to regularly review and refine course offerings to ensure they remain relevant, current, and aligned with student needs and interests. This ongoing process supports equitable access and continuous improvement across all student groups.|Fullerton School District (FSD) remains committed to ensuring all students have access to a broad and rigorous course of study. In response to ongoing data analysis and stakeholder feedback, FSD has expanded after-school intervention programs in literacy and math to serve a wider range of students. Summer learning opportunities have also been enhanced to include both academic support and enrichment experiences. In addition, the District continues to strengthen professional development for teachers, with a focus on meeting the needs of English Learners and supporting differentiated instruction. Course offerings, particularly at the junior high level, are being reviewed and refined to ensure alignment with current student interests, college and career readiness, and evolving workforce demands.|Met||2025-06-17|2025
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's 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.|Despite progress in several areas, barriers remain that limit access to a broad course of study for all students. One key challenge is staffing shortages, particularly in specialized areas such as Career Technical Education (CTE) and Dual Enrollment which directly impacts course availability and scheduling flexibility. In addition, declining enrollment across the district has led to reduced course sections, making it more difficult to offer diverse electives and maintain programs at smaller sites.  For Students with Disabilities, access may be constrained by specialized restrictions within general education courses, reducing opportunities for participation in A-G aligned or advanced coursework. English Learners often face long-term language development needs that delay access to content-rich courses.|The District has renovated older buildings and will continue to ensure student access in compliance with ADA regulations. To support instructional goals, the District will maintain ten Teachers on Special Assignment (TOSAs) across various subject areas. Among their responsibilities is accelerating English Learner (EL) language acquisition to support timely reclassification as Fluent English Proficient and enable earlier integration into mainstream classes.  Students with Disabilities will have expanded access to ROP and CTE coursework. Additionally, professional development will be provided to support teachers in implementing co-teaching models and increasing inclusive practices, with the goal of improving access for Students with Disabilities in general education settings.|Met||2025-06-10|2025
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: 90.4% (2018); 92.7% (2019); 94.0% (2020); 92.9% (2021); 91.4% (2022); 92.6% (2023); 93.1% (2024) Orange County: 89.2% (2018); 89.7% (2019); 90.4% (2020); 90.8% (2021); 92.4% (2022); 91.5% (2023); 92.3% (2004) California: 83.0% (2018); 84.5% (2019); 84.3% (2020); 83.6% (2021); 87.0% (2022); 86.2% (2023); 90.2% (2024)  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||2025-06-17|2025
30665300000000|Huntington Beach City Elementary|7|The Huntington Beach City School District uses the Aeries Student Information System (SIS) to track student enrollment and access to a broad course of study across grade spans. This includes monitoring enrollment in core academic subjects such as English, math, science, social science, visual and performing arts, health, physical education, and, in grades 7–8, foreign language, applied arts, and career technical education. The district also uses Aeries to ensure unduplicated student groups (English learners, foster youth, low-income students) and students with exceptional needs have equitable access to rigorous coursework. Placement decisions for specialized programs (e.g., IEP or English Language Development) are made collaboratively with families and adjusted as needed, ensuring these supports do not limit access to a broad curriculum.|All students in the Huntington Beach City School District have access to, and are enrolled in, a broad course of study aligned with state standards across all grade spans. Students in grades 1–6 receive instruction in English, mathematics, science, social science, visual and performing arts, health, and physical education. In grades 7–8, the curriculum expands to include foreign language, applied arts, and career technical education (CTE) opportunities through articulation with the high school district.  There are no significant differences in access or enrollment across school sites or student groups, including unduplicated students (English learners, foster youth, and low-income students) and students with exceptional needs. When students are enrolled in specialized programs—such as intervention courses, English Language Development, or services tied to Individualized Education Plans—these placements are made collaboratively with families and are continuously monitored to ensure they support, rather than limit, access to a broad curriculum.  The district’s use of the Aeries Student Information System has allowed for consistent monitoring and equitable placement practices, and ongoing progress is being made through expanded course offerings and targeted supports to ensure all students benefit from a comprehensive educational experience.|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.|Huntington Beach City School  District mitigates barriers through collaborative placement decisions, ongoing progress monitoring, and articulation with the high school district to enhance access. These practices help ensure that specialized support does not come at the expense of a well-rounded education.|Met||2025-06-17|2025
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||2025-06-12|2025
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 and Unified Programs  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.  Opportunities to enroll in dual enrollment and Career Technical Education courses continue to expand.  We continue to identify and remove barriers to increase the A-G completion rates for all students and subgroups. The 2023-24 A-G completion rate was 58.2%.  The 2023-24 four-year cohort graduation rate was 91.5% 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. Attendance and chronic absenteeism f. 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, Unified Programs, and other inclusive practices g. Continue to support programs for Newcomers, English learners, and long-term English learners h. Districtwide school climate initiatives  i. Districtwide attendance improvement and attendance recovery efforts j. Promote college and career readiness for all students k. Build a common understanding our instructional focus and the Student Ownership Framework for instruction, curriculum, assessment, and climate|Met||2025-06-24|2025
30665550000000|Laguna Beach Unified|7|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 2024 High School graduation rate was 99%, and 79% of graduating seniors met UC A-G requirements. Of the LBUSD graduates, 58% passed at least one AP Exam, 44% earned the State Seal of Biliteracy, and 25% completed a CTE pathway. 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.|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.|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 in accelerating 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 have access to 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||2025-06-09|2025
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. Elementary and 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 Career Connected Schools during the 2025-2026 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||2025-06-26|2025
30665890000000|Magnolia Elementary|7|Magnolia Elementary School District uses school-level schedules and student enrollment data to track the extent to which all students have access to a Broad Course of study. This data includes specific grade level information as well as an analysis of programs and services to support the success of English learners, Low Income students, Foster Youth, and those with exceptional needs. The local District and school-level tools used but not limited to include i-Ready Reading and math assessments, Benchmark Unit assessments, Math Illuminate assessments, and teacher created formative assessments.|An analysis of this information shows that all students receive the following daily instruction: •	At least two hours of English/Language Arts instruction •	At least 30 minutes of targeted English-language Development instruction •	Mathematics instruction for 60-75 minutes •	Social Science and Science instruction of 30-60 minutes, including lesson integration with English-language arts •	Visual and Performing Arts Instruction, including a semester of weekly music, opportunities for band and performing arts participation, and arts integration experiences at every grade level that vary across domains of Visual Arts, Music, Dance, and Theater. •	Instruction in Physical Education and Health for 100 minutes weekly for grades 1st-6th. •	Additional targeted instruction and intervention blocks based upon individualized learning needs.|As an elementary school district, Magnolia School District is able to maintain a consistent course of study across Transitional Kindergarten through grade six that encompasses all content areas. The Governing Board and District staff maintain a strong commitment to providing a rich and multi-faceted course of study that includes the arts, social-emotional learning, and technology in spite of budgetary challenges that exist in all California school districts.   Differentiation of specialized arts and music services in order to meet the needs of exceptional learners, particularly those with moderate to severe disabilities, is a need that staff is working to address through ongoing collaboration, program refinements, and professional development.|An analysis of student participation and performance data reveals an ongoing need to increase instructional rigor and active participation in hands-on learning opportunities with students with moderate or more severe learning disabilities. Professional development for instructional and support staff as well as refinement of services within the District Multi-tiered System of Supports (MTSS) is ongoing to support students with exceptional needs in inclusive general education settings, beginning in preschool.  A new position, Program Specialist – Instruction, has been added to support student access to a Broad Course of study especially for students with disabilities. Two preschool collaborative classrooms were implanted to support students with disabilities with more access to a general education setting and in the 2025-26 school year, upcoming Transitional Kindergarten and Kindergarten from the co-teaching classrooms will participate in a Learning Center Model program.  These new settings will provide a more Broad Course of study to students with disabilities.|Met||2025-06-26|2025
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 2024-25, 23 Career Technical Education Pathways were offered; 256 students (15.1%) were CTE completers. 2023-24 Five-Year Graduation Rates: District: 93.7%; English learners: 83.9%; Low-income: 91.2%; Students with disabilities: 80.3%. Students Meeting UC/CSU Requirements: All graduating seniors: 58.1%; English learners: 17.3%, Low-income: 40.5%, SWD: 15.7%. 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, as well as 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 a 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||2025-06-24|2025
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||2025-06-24|2025
30666210000000|Orange Unified|7|OUSD is committed to ensuring that all students have equitable access to, and are enrolled in, a broad course of study across all grade spans. To monitor this commitment, OUSD utilizes a variety of locally selected measures and data sources that align with state standards, instructional frameworks, and district priorities. These measures include enrollment and completion data in A-G courses, AP, IB, ERWC, dual enrollment opportunities, and CTE pathways. The district tracks student participation in VAPA programs and inclusive education models, such as co-teaching in secondary schools and inclusive classroom practices in elementary settings.  Academic progress is monitored through the SBAC and growth on locally developed common assessments. Stakeholder feedback, collected through surveys, instructional rounds, and focus groups, informs our understanding of student access and experience.  OUSD uses data to inform professional development plans that are designed to increase student performance and close equity gaps. These professional learning opportunities focus on areas like foundational literacy, math, ELA co-teaching models, AVID instructional strategies, performance task design, counselor best practices, and effective differentiation for diverse learners.  Through this comprehensive and data-informed approach, OUSD evaluates and strengthens systems to ensure all students have access to a broad, rigorous, and engaging course of study|Evidence of progress is seen most notably in the district’s Career Technical Education (CTE) programs. The number of students identified as CTE Pathway Completers has increased significantly from 427 in 2016–17 to 1,080 in 23–24. In the 2023–24 school year alone, 7,063 students were enrolled in at least one CTE course, an increase of 142 students from the previous year. Access to new CTE pathways continues to grow, supported by expanded partnerships and intentional programming. Additionally, students enrolled in 701 dual enrollment courses in 23–24, bolstered by initiatives such as the Early College Academy at Orange High School and the presence of a dedicated Santiago Canyon College counselor on high school campuses to support students with course planning and college transition.  OUSD has also seen steady gains in college-preparatory outcomes. The district’s A-G completion rate in 23–24 reached 48.40%, reflecting an increase of 0.8% from the prior year. Similarly, the Advanced Placement (AP) pass rate increased from 64.3% in 22–23 to 69.5% in 23–24. These improvements demonstrate OUSD’s  efforts to  expand access to rigorous coursework. The district invests in programs that promote academic achievement and equitable access, including implementation of AVID, a wide range of AP and dual enrollment courses, and expanded benefit from these opportunities, the district has co-taught classes at the secondary level and inclusive instructional models at the elementary level.|OUSD recognizes the barriers to providing students with access to a broad course of study are challenges that, when addressed thoughtfully, can lead to academic, social, and emotional growth. One challenge identified is ensuring the effective delivery of differentiated supports that meet the needs of our diverse learners, particularly in mathematics. OUSD has implemented comprehensive K–12 PD and coaching focused on strengthening math instruction and student engagement. This includes training and supporting teachers in the implementation of Building Thinking Classrooms in Mathematics, a research-based instructional framework designed to develop students’ problem-solving abilities, collaboration, and mathematical reasoning through highly interactive, student-centered tasks. This shifts class norms to promote thinking over mimicking, ensuring that students engage deeply with mathematical concepts. Math TOSAs play a key role by delivering targeted training and job-embedded coaching to support effective implementation and improve outcomes. Ensuring students with special needs have meaningful access to gen ed settings continues to be a critical focus. The district has seen growth in the number of students with special needs participating in inclusive classroom environments with appropriate supports. District IS’s and TOSAs are working closely with teachers to build capacity for inclusive instruction, with attention to meeting the needs of Els and students with exceptional needs.|OUSD is committed to ensuring that all students have access to a broad and rigorous course of study. Reflective and collaborative discussions centered on student performance data have informed the refinement of instructional practices, programmatic decisions, and resource allocations to meet the diverse needs of our student population. These ongoing efforts are anchored in the OUSD EDGE framework, which promotes Excellence in academics and leadership, Dedicated and engaged communication, Genuine wellness and safety, and the Effective utilization of fiscal capital. OUSD continues to expand inclusive learning environments where all students can access the core curriculum while receiving the differentiated supports they need to succeed. One of the district’s key actions has been the continued investment in high-quality PD in math to foster a growth mindset and support deep conceptual learning. Professional development is aligned to K–12 needs and includes the implementation of Building Thinking Classrooms in Mathematics, which empowers students to engage in collaborative, problem-based learning that emphasizes reasoning, perseverance, and critical thinking. Recognizing the need to close learning gaps, especially in foundational skills, OUSD is emphasizing small-group instruction across all grade levels. Teachers on Special Assignment (TOSAs) play a vital role in supporting classroom teachers with planning, instructional strategies, and ongoing coaching tailored to student needs.|Met||2025-06-18|2025
30666216085328|Santiago Charter 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||2025-06-23|2025
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 of support in both ELA and Math to meet student needs. We operate on a seven-period day, allowing students to take their five core classes along with two elective or support courses.  To ensure that all students can access both support classes and their elective choices, El Rancho also offers a Zero Period course option. This provides an additional period in the day for students who are required to take a support class. These options allow all students the opportunity to engage in electives of interest while also receiving the academic support they need.|Met||2025-05-28|2025
30666470000000|Placentia-Yorba Linda Unified|7|PYLUSD uses a combination of locally selected measures and tools to monitor student access to and enrollment in a broad course of study across grade spans and student groups, including unduplicated pupils and individuals with exceptional needs. At the elementary level, the district tracks student schedules and instructional minutes to ensure access to all core content areas: ELA/ELD, mathematics, history-social science, science/health, and physical education. Access to Visual and Performing Arts (VAPA) is also monitored through site-based program offerings and student participation data.  At the secondary level, the district utilizes course enrollment data, A-G completion reports, and student surveys to assess access to core and elective courses, including career technical education, arts, and world languages. The annual student survey provides student-reported data on course availability, with 95.7% of students indicating access to a wide range of academic subjects. To ensure equitable access, data is disaggregated by student group, including English Learners, Foster Youth, and students with disabilities.  Additionally, PYLUSD tracks placement and inclusion rates for students in special day classes to ensure they are being served in the least restrictive environment (LRE). These tools allow the district to identify access gaps and make informed decisions to expand offerings and improve program equity.|Using locally selected measures such as course enrollment data, student schedules, instructional minutes, A-G completion rates, and annual student surveys, PYLUSD continues to ensure that all students have access to a broad course of study across grade spans. At the elementary level, students are enrolled in all core content areas including ELA/ELD, math, history-social science, science/health, and physical education, with expanded access to Visual and Performing Arts (VAPA) at many sites. The district also continues to increase inclusion opportunities for students with disabilities by expanding placement in the least restrictive environment (LRE).  At the secondary level, survey results show that 95.7% of students report having access to a variety of academic and elective courses. While access appears consistent across most sites, disparities in A-G completion highlight areas of need. From 2023 to 2024, completion rates remained flat for all students (59.5% to 59.3%) but increased among lowincome students (+2.6%) and declined significantly for English Learners (-8.5%). Foster Youth data was not reportable in 2024 due to low numbers. These findings suggest that while general access is strong, targeted efforts are needed to support completion and equity among underrepresented groups. The district continues to monitor this data closely to guide program improvements and close access and achievement gaps.|Given the results of the locally selected measures, several barriers continue to prevent PYLUSD from providing equitable access to a broad course of study for all students: Impacted High School Schedules: Many high school students face scheduling constraints that limit access to a full range of electives and advanced coursework. Students balancing credit recovery, intervention courses, or support services often have reduced flexibility in their schedules.  Access to A-G Courses for Unduplicated Pupils (UPs): A-G completion rates remain disproportionately low for UPs, particularly English Learners and Foster Youth. These students often require additional academic and counseling support to meet college readiness requirements, which may not always be readily available.  Reading and Literacy Challenges: Long-Term English Learners (LTELs) and other struggling readers continue to face literacy barriers that limit their ability to engage with grade-level content. In some cases, ELD or intervention courses take the place of electives, reducing access to a broad curriculum.  Chronic Absenteeism: While chronic absenteeism rates have improved, it remains a persistent barrier to student success. Frequent absences disrupt learning, limit access to coursework and enrichment opportunities, and can prevent students from benefiting fully from the broad course of study available.|In response to local performance data, PYLUSD has taken key actions to ensure equitable access to a broad course of study, particularly for Unduplicated Pupils (UPs), English Learners (ELs), and students with disabilities. At the elementary level, Visual and Performing Arts (VAPA) offerings have expanded using Arts, Music, and Instructional Materials Block Grant and Prop 28 funds, increasing access to music and arts education. To support core subject success, targeted interventions are provided during and beyond the school day across all sites. The district continues to emphasize first, best instruction and differentiation to meet diverse student needs. At the secondary level, A-G access is being strengthened through academic counseling, tutoring, and literacy supports, especially for Long-Term English Learners (LTELs) and low-income students. The district is also refining its Professional Learning Community (PLC) process to ensure ongoing monitoring of student progress. Algebra readiness for incoming 9th graders is a renewed priority. A college and career readiness culture is expanding at all high schools, with awareness efforts increasing at middle schools. To boost participation, chronic absenteeism strategies are being implemented through improved tracking and family engagement. Together, these efforts aim to ensure all students have meaningful access to a broad and enriching course of study.|Met||2025-06-17|2025
30666476068621|Orange County School of Computer Science|7|||||Not Met For Two or More Years|||2025
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 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 with 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. LTELs 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 honors 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||2025-06-24|2025
30666700101626|Edward B. Cole Academy|7|Edward B. Cole Academy is a WASC-accredited tuition free charter school that serves approximately 429 students in grades TK-5 with the following demographics: 97.4% Hispanic, 1.2% White, 10% Students with Disabilities (SWD), 55.2% English Learners (EL), 0.5% Foster Youth (FY), and 88.3% Socioeconomically Disadvantaged (SED). EBCA is authorized by the Santa Ana Unified School District (SAUSD).  Edward B. Cole Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Edward B. Cole Academy’s educational program, outlined in its charter petition. Edward B. Cole Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, and parent/conference reports.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At EBCA, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in: Art, 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 the current success of Edward B. Cole Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-16|2025
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. All students meeting any pre-requisite requirements are provided equal opportunity to enroll in advanced and high interest 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||2025-06-25|2025
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||2025-06-11|2025
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 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 with SAUSD 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 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 with intervention where necessary. Arts educators implement strategies to support learners of all abilities, including English learners (EL) and students with IEPs/504s.|ALA is under the SAUSD’s CA standard-aligned broad course of study that meets requirements per CA Ed. Code for all TK-12 grade students. ALA high school offers a broad course of study with courses that meet graduation and A-G eligibility requirements. ALA has a  SPSA,  Arts Strategic Achievement Plan (ASAP), and LCRST plan, 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.  LTELs 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 honors and AP course access for underrepresented students. ALAs counselor supports expanded access for students to dual enrollment courses|Barriers include limited access to elective courses for students with IEPs/504s and newcomers/LTELs who receive additional support in intervention/support classes.  Additionally, competing demands, make it difficult for students to choose programs and electives while balancing their time for extended learning, academic pull-out programs 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. Our 8 period block schedule does make access to these courses easier than the traditional six period schedule.  There is a need for more updated courses that are motivating, engaging, and relevant. Also, CTE courses are limiting due to the small school structure.|To improve broad course of study access, ALA under the SAUSD umbrella will seek 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||2025-06-26|2025
30666706119127|El Sol Santa Ana Science and Arts Academy|7|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 needing intervention and re-engagement services, who 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. All the students will have opportunities to practice using the language in context with appropriate support in various modalities. Some strategies will include; students with reading disabilities, including dyslexia, who often experience difficulty reading large amounts of text, support that will be provided will be audio textbooks, video, text-to-speech technology, and additional time to complete assignments.  Linguistic and non-linguistic methods to represent key vocabulary, labels, symbols,and icons to support comprehension of concepts.  Identify key ideas and critical information with tools such as graphic organizers, outlines, and concept maps.  Scaffolding: beginning instruction at a student|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||2025-06-12|2025
30666960000000|Savanna Elementary|7|The Savanna School District uses a variety of locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study across grade spans and student groups, including unduplicated students and students with exceptional needs. These measures include: 1.	Grade-Level Instructional Curriculum and Pacing Guides: Each school site uses district-adopted curriclum and pacing guides to ensure all students receive consistent access to core content areas. 2.	Classroom Schedules: Teachers submit and follow classroom schedules that reflect a broad course of study including ELD time for our English Learners. These schedules are reviewed by site leadership to confirm that all subject areas are consistently included in daily instruction. 3.	Program Participation Tracking: The district monitors student participation in extracurricular programs such as Summer Academy and our WINGS after school program. We track disaggregated data by student group to ensure equitable access for all students. 4.	IEP Plan Reviews: Students with exceptional needs are supported through individualized education programs (IEPs), which are reviewed to ensure access to the full range of content areas with appropriate accommodations and supports. 5.	Site-Level Instructional Walkthroughs: Principals conduct regular classroom walkthroughs to observe instructional coverage across content areas.|All students in Savanna School District have access to a broad course of study aligned with California state standards and frameworks. Core subjects, including ELA, math, science, and social studies are delivered using Universal Design for Learning (UDL) strategies to support diverse learners. Materials are standards-based and culturally responsive, promoting both rigor and inclusion.  To ensure access, the district implements a Multi-Tiered System of Supports (MTSS) that includes academic (RTI) and behavioral (PBIS) interventions. Intervention programs are available in grades K–6, and students with exceptional needs receive individualized supports through IEPs. English Learners receive both integrated and designated ELD instruction, with reclassified students closely monitored.  Student progress is regularly assessed through benchmarks, classroom measures, and administrator observations. While all sites offer the same core curriculum, differences in student demographics such as EL or special education populations may affect the type and level of supports provided. The district monitors these variations and adjusts resources to ensure equity.  Supplemental programs have expanded over time, contributing to a well-rounded education. Ongoing professional development and targeted support reflect the district’s commitment to equitable access for all students.|One of the most significant barriers impacting student access to a broad course of study in our district is the social-emotional well-being of our students. When students do not feel safe, connected, or emotionally supported, their ability to engage meaningfully in academic instruction is compromised. This challenge is particularly evident in students affected by trauma, family instability, or limited access to mental and physical health resources.  Additional barriers include chronic absenteeism, which limits consistent participation in instructional programs, and socioeconomic disparities that affect access to enrichment opportunities outside of core academics. Language barriers also present challenges, particularly for newly arrived English Learners who may need extended time and support to fully engage in the curriculum.  These factors, individually and collectively, create inequities in access and participation. The district continues to address these challenges through MTSS supports, targeted intervention, and increased access to counseling and family engagement resources, but they remain key areas of focus in our efforts to ensure equitable access for all student groups.|The Savanna School District has taken targeted steps to address key barriers to access and ensure all students can fully engage in a broad course of study. A central focus has been the need for expanded support in social-emotional learning (SEL), recognizing its direct impact on academic readiness and participation. To address this, the district has implemented a comprehensive SEL curriculum across all sites and increased access to school counselors to better support students' emotional well-being.  Aligned with our MTSS framework, these efforts reflect our commitment to supporting the whole child, academically, socially, and emotionally.   To address language barriers, we have added two district liaisons fluent in Spanish and Vietnamese who serve as cultural and linguistic bridges between families and schools. This has increased family engagement and improved communication around student progress and school participation.  Recognizing transportation as a potential obstacle for some families, the district continues to provide free bus transportation to ensure that students can attend regularly without the burden of additional costs. These actions reflect Savanna School District’s ongoing commitment to equity and access, ensuring that all students, regardless of background or need, can participate in a full and rich educational experience.|Met||2025-06-03|2025
30667460000000|Westminster|7|WSD is committed to ensuring that all students have access to a broad course of study, as outlined in the California Education Code. In addition to core academic subjects such as English Language Arts, Mathematics, Science, and History/Social Science, our students participate in a wide range of enrichment opportunities, including visual and performing arts, physical education, STEM programs, leadership opportunities and computer science. We also offer world language instruction, English Language Development (ELD) for English learners, and a variety of electives that support student interests and future readiness.  As part of our dedication to multilingualism and cultural competence, WSD offers Vietnamese and Spanish Dual Language Immersion (DLI) programs. These programs provide students with the opportunity to become bilingual, biliterate, and culturally enriched while meeting academic standards. Due to high demand and strong community interest, we are expanding our DLI offerings by adding one additional Vietnamese DLI school and one additional Spanish DLI school in the upcoming school year.  All of our opportunities are made available to all students, including English learners, students with disabilities, foster youth, and those experiencing homelessness, to ensure equitable access to a well-rounded and inclusive education.|All students in TK-8th grade at WSD have access to a broad course of study.    Students participate in English Language Arts, Math, Science, History/Social Science and Physical Education.  English Learners receive a minimum of 30 minutes of Designated English Language Development every school day and have Integrated English Language Development infused within various subject areas.  Intervention groups are prioritized at the school site to ensure that we are meeting the needs of students.  All students have access to lessons in the Visual and Performing Arts each week, and dual immersion schools provide Vietnamese or Spanish instruction, as well.|WSD is strongly committed to providing a rich and comprehensive course of study for all students in TK through 8th grade, including instruction in the arts, technology, languages, and social-emotional learning; however, limited funding presents ongoing challenges in expanding these opportunities.  Like many districts across California, we face similar budgetary constraints, yet we remain dedicated to finding solutions and continually striving to provide the best possible educational experience for our students.|In response to the results of the tool and locally selected measures, Westminster School District is taking intentional steps to ensure that more students have access to Dual Language Immersion programs to meet growing community interest and support multilingualism and cultural competence. Beginning in the upcoming school year, we will add one additional Vietnamese DLI school and one additional Spanish DLI school. These additional schools will build upon our existing programs and provide more students with the opportunity to become bilingual, biliterate, and culturally enriched while meeting academic standards. We are also exploring the addition of more DLI sites in the following year to further increase access and equity across the district.|Met||2025-06-12|2025
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 Advancement Via Individual Determinism (AVID) enrollment, and Visual and Performing Arts (VAPA) course completions.|During the 2024-25 school year, our district saw strong enrollment in a broad course of study. 44.2% of Gr. 9-12 students took part in World Language courses, and 38.7% of Gr. 9-12 were enrolled in CTE courses.  At the elementary level, every student from kindergarten through sixth grade participates in the VAPA program. This commitment continues through our middle and high schools with 1,344 students in grades 7-8 and 3,069 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 167 students in grades 7-8 and 300 students in grades 9-12. Our dual enrollment initiative, which allows students to take college-level courses, also had 24.2% of 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.|"Our LCAP includes several actions and services to ensure all students have access to a wide range of courses and learning opportunities. To remove barriers to student learning, we are developing and implementing a strong 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.  To better prepare students for future careers and college, 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 CTE programs to equip them with valuable job skills."|Met||2025-06-12|2025
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 95.5% graduation rate, surpassing county and state averages. 62% 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 graduates at 85.5%, 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.|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 62% 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.|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 62% 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||2025-06-23|2025
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 (CA Dashboard Additional Reports): 70.5% b. Graduation rates: 94.5% c. College/Career Readiness: 73.6% prepared 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. District Annual Survey results|Over the past four years, the District has prioritized expanding course access for all students. While data reflects strong outcomes overall, targeted efforts continue to improve access for African American, Hispanic, Socioeconomically Disadvantaged, and Students with Disabilities. A central initiative is the implementation of AVID, now in 14 of 17 secondary schools, which focuses on closing opportunity gaps and preparing students for college and career success.  IUSD has also expanded college and career resources, including online courses developed and taught by IUSD staff. The development of new Career and Technical Education (CTE) pathways and increased summer offerings have broadened options, while expanded CTE exploration in middle schools allows earlier exposure.  Annual surveys show strong support: 79% of students report access to a variety of programs, including AP, ROP, blended learning, electives, athletics, and clubs. Additionally, 76% feel encouraged to take rigorous academic courses. The growth of the College and Career Access Pathways (CCAP) dual enrollment program has further increased opportunities for high school students to earn college credit.|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: 2025-26 Local Performance Indicator Self-Reflection for Irvine Unified School District Page 22 of 24 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||2025-06-24|2025
30736500142232|Irvine Chinese Immersion Academy|7|Irvine Chinese Immersion Academy (ICIA) uses multiple tools to ensure all students, including unduplicated pupils and students with exceptional needs, have access to a broad course of study across all grade levels.  ICIA monitors access through:  Master schedules and class rosters, reviewed annually to confirm that all students in Grades 1–8 are enrolled in core academic subjects (ELA, math, science, social studies) as well as enrichment areas such as Mandarin, visual and performing arts, PE, and STEM.  Student Information System (SIS) data, which allows for disaggregation by subgroup (e.g., ELs, students with disabilities, socioeconomically disadvantaged) to ensure equitable course access.  IEP and 504 plan reviews to ensure students with exceptional needs receive appropriate accommodations and have full access to the curriculum.  Stakeholder feedback and LCAP metrics, used to identify needs or barriers related to course access, particularly for underserved students.  These tools support ICIA’s commitment to equity and a well-rounded educational experience for all learners.|At Irvine Chinese Immersion Academy (ICIA), all students in all Grades have access to and are enrolled in a broad, standards-aligned course of study that includes English Language Arts, Mathematics, Science (NGSS), Social Studies, Physical Education, Mandarin Immersion, Visual and Performing Arts, and STEM.  Review of master schedules and class rosters confirms consistent access across all grade levels. There are no differences in course offerings by site, as ICIA operates as a single-site charter school.  Access is equitable across student groups. Unduplicated pupils and students with exceptional needs are fully included in the school’s dual-language program and receive additional academic supports, including targeted ELD instruction, IEP/504 accommodations, and small-group interventions to ensure full participation in the curriculum.  Progress over time includes expanded Mandarin instruction across all grades, added enrichment in STEM and arts, and improved data tracking to monitor course access for English Learners and students with disabilities.  ICIA continues to monitor access regularly to ensure every student benefits from a rich and well-rounded educational experience.|While Irvine Chinese Immersion Academy (ICIA) provides all students access to a broad course of study, several barriers impact full implementation and program expansion:  Staffing Limitations: As a growing charter school, ICIA faces challenges in recruiting and retaining credentialed teachers for specialized subjects such as visual/performing arts, science, and Mandarin. This can limit scheduling flexibility and the depth of enrichment opportunities.  Space Constraints: Physical space is limited, which affects the ability to offer simultaneous specialty classes or expand elective offerings for upper-grade students.  Program Adaptation for Diverse Learners: Ensuring that all elements of the dual-language immersion model are accessible for students with exceptional needs requires ongoing staff training, curriculum adaptation, and coordination of support services.  Resource Allocation: Limited funding can affect the ability to scale enrichment programs or hire additional instructional aides to support small-group access across content areas.  Despite these barriers, ICIA remains committed to continuous improvement and is actively pursuing strategic staffing, facility planning, and instructional supports to enhance broad course access for all students.|In response to identified barriers and ongoing data analysis, Irvine Chinese Immersion Academy (ICIA) is implementing several actions to ensure continued and equitable access to a broad course of study for all students:  Strategic Hiring and Retention: ICIA is actively expanding recruitment efforts to attract credentialed teachers in Mandarin, STEM, and the arts. Retention incentives and ongoing professional development are being used to support staff stability in specialized areas.  Facility Planning: The school is exploring options to expand physical learning space through modular classrooms and scheduling adjustments to better accommodate enrichment and intervention programs.  Support for Diverse Learners: ICIA is enhancing professional development for general and special education staff to improve instructional access for students with IEPs and English Learners within the immersion model. Co-teaching and targeted scaffolding strategies are being integrated across content areas.  Program Enrichment: ICIA is investing in curriculum and materials to deepen offerings in music, visual arts, and hands-on STEM, ensuring all students—regardless of background—benefit from a rich academic experience.  These actions are reflected in the LCAP and are monitored annually to support continuous improvement and access for all.|Met||2025-06-17|2025
30739240000000|Los Alamitos Unified|7|Los Alamitos Unified School District provides students with a well-rounded education that includes robust course offerings. The District uses the MAP Growth assessment in grades 2-8 for ELA and Math. In addition, Los Alamitos High School has has an AP passage rate of 88.3%. 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 81.2%. In the graduation class of 2024, Los Alamitos High School had 40% of students qualify for the State Seal of Biliteracy. 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 24-25 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 is also in the process of implementing a Business Entrepreneur pathway. 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 MAP Growth 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 2024, the District enrolled approximately 5% of students for summer school in grade K-5, 4% in grades 6-8 and 7% in grades 9-12. Of the 16% of students enrolled in summer school approximately 25% 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 who are not proficient in English or math. These students are provided additional intervention to improve in English and math, so they can be successful in high school.|Before the Covid-19 pandemic, the District started piloting ELA materials for students in grades K-5. Due to the school closures, and hybrid learning in the 2020-2021 school year, the District put this work on hold and resumed the pilots in the Fall of 2021 with a mid-year adoption. A new ELA curriculum for K-5 was adopted in January 2022 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. In addition, in the 24- 25 school year, the District revised the EL supports and provided specific TOSA support in working with students that included test taking strategies and targeted intervention programs.|Met||2025-06-24|2025
30768930000000|SBE - Magnolia Science Academy Santa Ana|7|||||Not Met|||2025
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||2025-06-26|2025
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 students are enrolled for an average of 15 school days, and more than half of students (56%) are enrolled for two days or less.. 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||2025-06-26|2025
31103140126904|Placer County Pathways Charter|7|Pathways Charter tracks progress in meeting Priority 7 standards by conducting 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 range of courses of study. Additionally, all secondary students develop an Individual Learning Plan that includes the courses necessary to support the attainment of 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 are two sites: one elementary and one secondary. 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|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 with the California Common Core State Standards and curriculum frameworks, as well as 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. Additionally, PCOE offers Career Technical Education courses and provides opportunities to earn career certifications. All students have access to core academic content and courses that lead to graduation and success, regardless of their 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||2025-06-26|2025
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 general music 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.  70% of middle school students (7-8) 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 50% of students feel that their assignments in ELA were ""just right"", and 31% stated it was ""challenging"" 40% of students feel that their assignments in math were ""just right"", and 34% stated it was ""challenging"" 58% of students feel that their assignments in science were ""just right"", and 23% stated it was ""challenging"" 57% of students feel that their assignments in social studies were ""just right"", and 16% 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. All students will have the opportunity to participate in physical educat"|Met||2025-06-18|2025
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 general music 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.  70% of middle school students (7-8) 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 50% of students feel that their assignments in ELA were ""just right"", and 31% stated it was ""challenging"" 40% of students feel that their assignments in math were ""just right"", and 34% stated it was ""challenging"" 58% of students feel that their assignments in science were ""just right"", and 23% stated it was ""challenging"" 57% of students feel that their assignments in social studies were ""just right"", and 16% 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. All students will have the opportunity to participate in PE."|Met||2025-06-18|2025
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 (100 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||2025-06-11|2025
31667870000000|Auburn Union Elementary|7|AUSD 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, AUSD uses the SIRAS system to provide a more detailed look at course access for students with disabilities.|AUSD provides all students in grades TK-8 access to core subjects including math, ELA, history, and science, along with Physical Education and health. AUSD aligns its courses with California content standards and curriculum frameworks. Additionally, AUSD offers World Language (Spanish) instruction for grades 6-8 as part of an elective wheel grades as well as band and art electives.  TK-5 students have access to visual and performing arts (VAPA) provided by a dedicated VAPA teacher.  All AUSD schools provide reading intervention to students during the school day as needed to support their success. To identify students in need, staff use a data-driven decision-making model that utilizes classroom assessment data as well as broader diagnostics through such as the iReady assessment platform and/or Beginning Phonics Skills Test (BPST). These data are discussed during quarterly Multi-Tiered Systems of Support (MTSS) meetings and, in the coming year, will move to a weekly review model through our Professional Learning Communities (PLC).   Beyond these consistent offerings, AUSD also provides additional support through programs such as Positive Behavior Intervention and Support (PBIS), Title One, STEM, and additional visual and performing arts opportunities before and after school.|AUSD continues to work on removing language barriers for families and English Learners. Additionally, AUSD continues to monitor and support the social-emotional and behavioral needs of students in order to provide greater access to a broad course of study.|As previously discussed, AUSD is continually expanding its outreach to families and gathering data to better serve our students. By addressing students' behavioral and social-emotional needs, we enhance their ability to fully engage with the academic opportunities available to them. When students feel supported and connected to their school, their attendance improves, further increasing their access to a comprehensive course of study.|Met||2025-06-13|2025
31667870126664|Alta Vista Community Charter|7|||||Not Met For Two or More Years|||2025
31667950000000|Colfax Elementary|7|To assess student access to a broad course of study, Colfax Elementary School District uses locally gathered data from the Kelvin Pulse Survey, which captures the perspectives of staff, students, and families. Survey results reveal that while a strong majority—92%—of families agree that their child has access to essential learning resources such as books and technology, only 41% believe that the school offers quality programs tailored to their child’s special talents, gifts, or unique learning needs. This contrast suggests that concerns among families are less about equitable access to educational tools and more about the depth and variety of learning opportunities available. Families are signaling a need for the district to expand enrichment programs and personalized learning pathways, ensuring that students not only have equal access but also meaningful opportunities to explore and develop their individual strengths and interests.|Colfax Elementary School is committed to providing all TK–8 students with access to an inclusive, comprehensive curriculum that meets diverse needs and interests. Every student is automatically enrolled in a broad course of study emphasizing academic foundations and enrichment. All students, TK through 8th grade, participate in weekly physical education to support healthy development. Students in TK through 5th grade also receive weekly visual and performing arts instruction, including drama and visual arts, with no prerequisites—ensuring equitable access to creative learning.  Technology is fully integrated into instruction. Each classroom has a Promethean Board for interactive lessons, and all students use Chromebooks to conduct research, complete assignments, and build digital literacy. These tools support learning across all subjects and grade levels.  Beyond the school day, Colfax offers inclusive after-school programs that extend academic and artistic growth. The Visual and Performing Arts Program is open to all students, with enrollment priority for economically disadvantaged families to ensure access.  This model reflects CESD’s belief that every child deserves equal access to a rich, well-rounded education. Programs are designed to be developmentally appropriate and engaging, providing all students with opportunities to thrive both inside and outside the classroom.|Analysis of Kelvin Pulse survey data highlights the need to expand student access to enrichment and leadership opportunities at Colfax Elementary. Only 55% of students felt they had a voice in school decisions, and just 57% reported access to leadership roles. These results indicate the importance of creating more structured pathways for student involvement.  In response, Colfax Elementary will implement the AVID (Advancement Via Individual Determination) program in 2025–2026 for upper elementary and middle school students. AVID promotes academic readiness, leadership, and college and career awareness, helping students set goals and take ownership of their learning.  To further strengthen student voice, the school will expand Student Council to include younger grade-level representatives, supporting early development of communication, leadership, and collaboration skills.  Colfax is also exploring expanded offerings in music, foreign languages, and technology—subjects that support engagement and build essential 21st-century skills. These initiatives reflect community interest in a more diverse educational experience.  As a rural school, Colfax continues to face challenges in recruiting credentialed teachers for specialized subjects. The district is exploring creative staffing solutions and partnerships to ensure access to quality programs. By prioritizing student voice and meaningful learning pathways, Colfax aims to empower every child to lead, grow, and thrive.|Starting in the 2025–2026 school year, Colfax Elementary School District will enhance its curriculum to ensure all students have access to a broad, engaging course of study that extends beyond core academics. These updates aim to provide enrichment, creativity, and physical development opportunities for all grade levels.  A key addition will be the Middle School Enrichment Wheel, held during the final 45 minutes of each school day. Students in grades 6–8 will rotate through subjects such as public speaking, home economics, STEM, and leadership, gaining exposure to diverse disciplines.  New after-school clubs will also launch, offering students options in visual arts, music, computer science, wellness, and dance. These clubs will foster creativity, skills development, and personal growth.  For grades TK–5, art instruction will now be offered at least twice per week. All TK–8 students will continue to participate in regular physical education to support healthy development.  Students will also benefit from continued access to the school garden, which promotes hands-on learning in science, nutrition, and environmental literacy. The after-school Visual and Performing Arts program will remain available twice weekly, with priority access for economically disadvantaged students.  In athletics, intramural sports will expand, and flag football will be added for boys and girls. Technology use will grow, with 4th–8th graders taking Chromebooks home and classrooms equipped with Promethea|Met||2025-06-25|2025
31668030000000|Dry Creek Joint Elementary|7|The Dry Creek Joint Elementary School District (DCJESD) utilizes a combination of locally selected tools and processes to monitor student access to and enrollment in a broad course of study across grade spans, including unduplicated student groups and students with exceptional needs. At the TK–5 level, access is ensured through the development of site-based master schedules that allocate instructional time equitably across core content areas, enrichment, and support services. For grades 6–8, student course enrollment is managed through our student information system, Aeries, with school counselors and site administrators monitoring schedules to ensure alignment with individual student needs and interests.  To further ensure access, enrollment data is reviewed annually, including participation in college and career-aligned electives and Advanced Math courses. These data points are analyzed across student groups and reported as part of our LCAP Goal 1 metrics. Adjustments are made based on this data to strengthen access for all students, with particular attention to ensuring students from unduplicated groups and those with exceptional needs are fully included in the breadth of our academic offerings.|The Dry Creek Joint Elementary School District (DCJESD) has made ongoing progress in ensuring access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs. All school sites implement a comprehensive Tier I program aligned with required standards, with Tier II and Tier III supports in place to address individual learning needs. Intervention and enrichment opportunities are integrated at both TK–5 and 6–8 grade levels. Title I schools receive additional staffing to support academic proficiency, and schools with high numbers of English Learners provide designated English Language Development (ELD) during the instructional day.  At the middle school level, DCJESD prioritizes Career Technical Education (CTE) through Project Lead the Way (PLTW), which is accessible to all 6–8 students. Enrollment data from PLTW shows strong inclusivity: 53% of enrolled students are low-income and 32% are English Learners, demonstrating efforts to close opportunity gaps. While course offerings are consistent across sites, enrollment patterns highlight the importance of continued support and targeted outreach. The district regularly monitors these trends to guide improvements and ensure all students are prepared for future academic and career success.|The Dry Creek Joint Elementary School District (DCJESD) has identified several barriers that limit some students’ access to a broad course of study. Key obstacles include socio-economic disparities, English language proficiency needs, special education requirements, housing instability, and chronic absenteeism. These challenges disproportionately affect unduplicated student groups and can hinder consistent engagement in core and enrichment learning opportunities.  To address these barriers, DCJESD has implemented a range of targeted supports. During the school day, students benefit from academic interventions, enrichment programs, and access to Student Study Teams (SSTs) for individualized support. For English Learners, the district provides both designated and integrated English Language Development (ELD) instruction, as well as, goal setting through the Road to Reclassification. All staff receive training in Guided Language Acquisition Design (GLAD) to enhance instructional strategies.  Additional support includes expanded access to technology for home-to-school learning, counseling services, transportation assistance, and after-school academic programs. At the 6–8 grade level, co-teaching models support students with special needs in general education settings. These comprehensive efforts reflect DCJESD’s commitment to removing systemic and situational barriers to ensure every student has equitable access to a broad and rigorous course of study.|In response to locally selected measures and data analysis, the Dry Creek Joint Elementary School District (DCJESD) is implementing several strategic actions to ensure equitable access to a broad course of study for all students. The district continues to strengthen its Multi-Tiered System of Supports (MTSS), which integrates both academic and social-emotional interventions. Targeted funding will support tailored programs for English Learners, socioeconomically disadvantaged students, homeless and foster youth, and those identified as at-risk. Student progress is monitored 3–4 times annually during Collaborative Conferences, where interventions, tutoring, and extended learning time are reviewed and prioritized.  To improve access and engagement, DCJESD is continuing comprehensive new attendance awareness initiatives and reinforcing social-emotional supports such as counseling, PBIS, and Restorative Practices. Professional development is being expanded to support general education and EL specialists, with a focus on ELD standards, effective strategies, and use of the Road to Reclassification. EL specialists will participate in collaborative meetings to enhance instructional practices and resources. Additionally, increased access to technology tools will support instruction, while enrollment and scheduling data will be closely monitored to ensure participation by all student groups in the full range of academic offerings.|Met||2025-06-17|2025
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 143 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 2024-25 of the 280 students in GATE, 12% of EUSD’s 3rd-8th population, 1 are ELs, 22 RFEPs (Reclassified English Proficient), 11 SED and 12 SpEd students. EUSD provided free Spanish Enrichment at Excelsior and Maidu before school for all students, i.e. anyone interested, with priority enrollment for SED and EL students. 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 continued support for the program. All TK-3 students were provided access to a STEAM enrichment class for 24-25. Feedback from staff and community indicate overwhelming support for the program. EUSD launched its Prop28/arts and music programs in 2024-25 which Eureka Schools Foundation partly supports in terms of supplies.|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 language-agnostic tool (NNAT-3) to identify eligibility in GATE.|Met||2025-06-11|2025
31668370000000|Foresthill Union Elementary|7|1. Williams Inspections and Reports 2. Increased Short-Term Independent Study options and supports 3. Clarification of attendance regulations, expectations, and supports 4. Spring Survey data 5. Summative Academic Data 6. Improved/Expanded programs for students with disabilities, which increase learning experiences with general-education peers.|As a small school district with two campuses in close proximity, staff, students, and parents/families are in close contact and are relatively familiar with each other.  The district's newly developed system of communications has served to establish common terms and language that is easily understandable by all stakeholders and serves to open multi-directional exchanges of ideas, information, and resources.  With this in mind, the district feels confident in stating that all students have access to and are enrolled in a broad course of study.|The most glaring barrier preventing access to a broad course of study for all students is inconsistent attendance.  A good deal of absences are related to mental health issues, followed closely by unreliable transportation among families from low-income households.|The district will implement attendance recovery opportunities which have recently become available, while continuing to proactively reach out to families and partner with county and state resources to remove other barriers that keep students from consistently attending school.|Met||2025-06-12|2025
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.  Additionally, LUSD utilizes the SIRAS system to offer a more detailed view of 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.  Additionally,  offers music education for grades TK-6 during the school day.  As elective courses, choir is offered for grades 4-8, and band for grades 6-8.  All LUSD schools, on an as-needed basis, provide intervention to students during the school day to support their success in their educational program.  LUSD offers World Language instruction at various grade levels across different school sites; however, all students in grades 7-8 receive World Language instruction.   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 for education, LUSD has had to seek outside resources, such as grant funding, to address the growing needs of students and families.|To increase access for students and families of English Learners, LUSD has continued to hold additional District English Learner Advisory Committee (DELAC) meetings and provide professional development on language acquisition instructional strategies for all staff members.  During the 2024-2025 school year, an English Learner Advisory Committee was established at Loomis Grammar School in response to the growing population of English Learners at the site.  In future years, we intend to increase family participation in this program.   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||2025-06-12|2025
31668450117150|Loomis Basin Charter|7|LBCS in conjunction with 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.  Additionally, LBCS utilizes the SIRAS system to offer a more detailed view of course access for students with disabilities.|LBCS 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.  Additionally, LBCS offers World Language instruction for grades K-8 and music education for grades TK-8 during the school day.  As elective courses, a variety of enrichment classes are provided to 6-8 grade students.  On an as needed basis, academic 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.   International Baccalaureate, Positive Behavior Support, STEM, and additional visual and performing arts opportunities are also provided.|LBCS in conjunction with 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 for education, LBCS/LUSD has had to seek outside resources, such as grant funding, to address the growing needs of students and families.|To increase access for students and families of English Learners,LBCS in conjunction with  LUSD has continued to hold additional District English Learner Advisory Committee (DELAC) meetings and provide professional development on language acquisition instructional strategies for all staff members.  To address social-emotional barriers for our students, LBCS in conjunction with LUSD provides access to Tier I instruction to all students and is building comprehensive Tier II supports across school sites.  LBCS in conjunction with LUSD also continues to update and revise a community resource document for families with unique needs.|Met||2025-06-12|2025
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||2025-06-11|2025
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 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||2025-06-11|2025
31668520120105|Creekside Charter|7|Creekside ensures that all students have access to a broad course of study aligned with California Standards across all grade levels. To monitor and support student access and progress, we utilize multiple measures and tools. These include I-Ready internal assessments, which provide ongoing, data-driven insights into student learning and help identify those needing additional support within our Multi-Tiered System of Supports (MTSS). Additionally, we use state testing results to evaluate student achievement and growth across grade spans, including for unduplicated student groups and individuals with exceptional needs. These combined tools enable us to tailor instruction and interventions to ensure equitable access and success for every student.|All students at Creekside are fully enrolled in the comprehensive California-required course of study, which includes English, math, science, social studies, physical education, health, Spanish, STEM, and art. There are no differences in access or enrollment across student groups or grade levels, as every student participates in the full curriculum. Over time, Creekside has maintained consistent enrollment in all core and enrichment subjects, ensuring equitable access for all students regardless of background or needs.|Based on the results of our locally selected measures, Creekside does not face any barriers preventing students from accessing a broad course of study. All students are fully enrolled in the comprehensive curriculum without restriction.|To ensure continued access to a broad course of study for all students, Creekside maintains a small school environment with a maximum of 22 students per grade, allowing for personalized instruction across all California core subjects. Our teachers are required to deliver comprehensive instruction in all core areas. Notably, our unduplicated students have outperformed their non-unduplicated peers in meeting growth targets, demonstrating the effectiveness of our approach. Our special education students participate fully in interim and state assessments, ensuring equitable access and accountability. We use interim assessment data to set clear, subgroup-specific growth targets and tailor goals to meet the individual needs of all students. These practices support our ongoing commitment to provide rigorous and inclusive educational opportunities for every learner.|Met||2025-06-16|2025
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 350, 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 Science curriculums across different grade bands in order to ensure consistency and continuity among the lessons for our students, however there is a need to review the ELA curriculum selections in order to benefit all 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||2025-06-23|2025
31668520127928|Rocklin Academy Gateway|7|Rocklin Academy Family of Schools tracks progress toward meeting Priority 7 by annually reviewing course offerings, class rosters, and comprehensive schedules to evaluate the extent to which all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study across grade spans.  All RAFOS students are enrolled in a broad course of study that includes English language arts, mathematics, social science, science, physical education, and the visual and performing arts, with enrichment and elective offerings provided based on school configuration and grade level. Additional supports are in place to ensure equitable access for students receiving special education services and those who are English learners.  No barriers have been identified that would prevent students from accessing a broad course of study at any RAFOS site. The organization will continue to monitor course access and enrollment data to ensure that all students, including those in unduplicated groups, are provided equal opportunity to engage in a well-rounded educational experience.|All students at Rocklin Academy Family of Schools (RAFOS) continue to have access to, and are enrolled in, a broad course of study. Locally selected tools, including reviews of course offerings, enrollment records, and comprehensive schedules, confirm that this access is consistent across all school sites and grade spans.  There are no identified differences in access or enrollment based on student group, including English learners, students with disabilities, foster youth, or students from socioeconomically disadvantaged backgrounds. Each site ensures that students participate in a well-rounded educational program that includes core academic subjects and enrichment experiences appropriate to the grade level.  This level of access has remained consistent over time and reflects a longstanding organizational commitment to equity in educational opportunity. RAFOS will continue to monitor course enrollment and adjust as needed to maintain full access for all students.|Rocklin Academy Family of Schools (RAFOS) has not identified any barriers that prevent students from accessing a broad course of study. All students, including unduplicated student groups and individuals with exceptional needs, are enrolled in and have equal access to a full range of academic and enrichment opportunities appropriate to their grade level. Ongoing review of course offerings and enrollment patterns ensures that this access remains consistent across all sites.|Rocklin Academy Family of Schools (RAFOS) will continue to support students with the actions and services outlined in the 2024–25 LCAP, which are designed to ensure equitable access to a broad course of study. Annual family engagement surveys and student surveys, including the California Healthy Kids Survey (CHKS), will be used to monitor progress and guide decisions in future LCAP development. In addition, course offerings, enrollment patterns, and student schedules will continue to be reviewed regularly to ensure access and identify any emerging gaps across student groups. The Local Indicator submission process for the California School Dashboard will also be completed during the 2024–25 submission window.|Met||2025-06-23|2025
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 occurs at curricular adoptions, 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. This year we are finalizing our adoptions to bring PHUSD up to date. 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 an example, Art is offered at one site as a stand alone class, and at the elementary site it is offered within the self contained classroom as well as through a volunteer Art Docent program, funded through the PTC.|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 and high SWD rates 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. The LCAP modifications work to distribute costs to restricted money where possible, opening up the General Fund to have more flexibility to ensure access to a broad course of study.|Met||2025-06-11|2025
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 2024-25, 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 disabilities.  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|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 also embarked upon analyzing our grading practices and implementing an initiative to ensure accurate grading.  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||2025-06-17|2025
31668940138081|Maidu Virtual Charter Academy|7|MVCA consistently tracks data regarding student achievement and access to a variety of programs, including Career Technical Education (CTE) enrollment and pathway completers, Dual Enrollment (DE) student counts, and students completing A-G requirements for University entrance. Data shows that all students have access to, and are enrolled in, a broad course of study.|See Above|NA|Through the LCAP process, MVCA, in concert with Placer Union HSD, has created three goals, along with individual actions that will be implemented those goals. The goals include: 1) All students high school, college, career, and life ready; 2) Increase student achievement through competency-based education practices; 3) Provide a safe, healthy and engaged learning environment for all. Within these goals are specific actions that address the issues of a broad course of study for all students. To measure the progress in these areas, MVCA analyzes their outcomes using an LCAP Progress Tool. This tool requires each site to identify their achievement in each action and provide data as evidence. The analysis also includes data and evidence of our foster youth, English learners, and low-income students. Many of our indicators are consistent with the state dashboard. The Charter also states that MVCA will analyze outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school. To this end, MVCA analyzes the Dashboard data and we develop plans to address any concerns presented in that data. This year our staff is analyzing our students progress in both literacy and numeracy. MVCA has begun the process of collecting predictive data and on-going data to help identify student needs earlier. This involves developing a systematic approach to gathering and analyzing student outcomes through our information technologies.|Met||2025-06-17|2025
31669100000000|Roseville City Elementary|7|RCSD uses a range of locally selected measures to monitor equitable access to a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. These tools include transcript analysis, i-Ready data, CAASPP results, student interest inventories, and teacher input. School administrators, counselors, teachers, and registrars collaborate to ensure students are enrolled in academically appropriate and engaging coursework.  In grades 4–8, student and family voice guides course availability, particularly in middle schools, where counselors use assessment data and student preferences to inform placements and expand access to electives and enrichment. Counselors also support alignment with feeder high school pathways, including CTE and the State Seal of Biliteracy.  RCSD ensures access for students with exceptional needs through inclusive scheduling, responsive IEP planning, and collaboration with families. Students with severe medical or academic needs are provided daily opportunities to engage with grade-level peers, fostering access and a positive school climate.|RCSD uses a comprehensive, data-informed approach to ensure all students in grades 1–8 have access to and are enrolled in a broad course of study. School staff—including administrators, teachers, and counselors—collaborate regularly to review student performance, interest surveys, and parent feedback to guide course placement and enrichment opportunities.  At the middle school level, counselors engage students individually and analyze site-level course request data to align offerings with student interests and academic readiness. Courses such as International Baccalaureate (IB), Pre-AP, Visual and Performing Arts, CTE, and world languages are available, with elective options expanding based on biennial surveys. Visual and Performing Arts enrollment is increasing due to sustained student and parent interest.  RCSD also prioritizes access for reclassified English Learners and other unduplicated students to ensure they are not limited in elective opportunities post-reclassification. Although course availability may vary slightly by site based on staffing or facilities, ongoing data analysis helps address disparities. As a result, access and enrollment in a broad course of study continue to grow, emphasizing equity, student voice, and inclusive practices.|While RCSD is committed to ensuring access to a broad course of study for all students, several barriers that impact full and equitable implementation persist. One primary barrier is alignment between RCSD middle schools and feeder high schools, particularly in advanced course offerings such as Spanish III and Integrated Math I. Differences in course expectations, pacing, and placement criteria across high schools occasionally result in misalignment that may hinder student progression into higher-level coursework after 8th grade.  Additionally, infrastructure and staffing capacity may limit the availability of specialized electives or advanced courses at specific sites, especially when student interest does not meet minimum thresholds for a whole class. This challenge disproportionately impacts unduplicated pupils and students with exceptional needs, who may require more flexible and personalized scheduling.  Although collaboration between RCSD and high school departments has begun, further coordination is needed to ensure a seamless transition and continuation of course pathways. RCSD focuses on deepening partnerships, expanding dual enrollment exploration, and improving internal articulation between middle and high school courses.|In response to data from locally selected tools, RCSD has implemented several key actions to ensure all students have equitable access to a broad course of study. This year, the district removed eligibility barriers for advanced classes. Students who meet prerequisites in middle school can now enroll in advanced electives, including Spanish 3 and Integrated Math I, without additional screening.  To support students with exceptional needs, RCSD revised scheduling procedures to prioritize Tier I instruction. Elective course removals for support services (e.g., SAI) are now minimized and reserved only when necessary, ensuring inclusive access to enrichment opportunities.  The district continues to leverage the Local Control Funding Formula (LCFF) and LCAP to strategically resource initiatives aligned with student needs. Expanded student voice efforts have informed the introduction of new elective offerings across middle schools, reflecting student interests.  Proposition 28 funding has expanded access by adding elementary dance courses and increasing Visual and Performing Arts options at the middle school level. Each middle school has introduced at least two new elective classes this year. Students and families have received these additions positively and are scheduled to continue in future years.|Met||2025-06-18|2025
31669280000000|Roseville Joint Union High|7|Local measures for LCFF Priority 7 include graduation rate and the College/Career Indicator.|100% of RJUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements  unless their IEP specifies otherwise.  100% of RJUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the  College/Career Indicator.|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.|RJUHSD has determined actions within the LCAP to increase access to students in DE, AP, and IB in order to increase the CCI and graduation indicator.|Met||2025-06-10|2025
31669280121418|John Adams Academy - Roseville|7|John Adams Academy - Roseville employs locally selected measures and tools to monitor and ensure that all scholars have access to and are enrolled in a broad course of study. These measures track progress across grade spans, unduplicated scholar groups, and scholars with exceptional needs.  - Grade Span Tracking: The academy collects and analyzes course enrollment data across grade levels to ensure that scholars from elementary through high school have equitable access to core academics, arts, and extracurriculars.  - Disaggregated Data: Data is broken down by scholar groups: socio-economically disadvantaged, English learners, foster youth, and scholars with disabilities, to ensure equal representation in courses.  - Comprehensive Tracking: A robust Scholar Information System tracks scholar schedules, course completions, and progress toward graduation.  - Special Populations: The SIS monitors participation of special needs and unduplicated scholars in advanced courses, electives, and enrichment programs.  - IEPs and 504 Plans: IEPs and 504 Plans ensure scholars with needs have support and access to curriculum. Progress is monitored and adjustments made. - LCAP Goals and Metrics: LCAP metrics set goals for broad course access, increased participation in advanced/elective courses, and enhanced support for unique needs. - Performance Indicators: Scholar engagement and performance data helps gauge success in providing a comprehensive education.|John Adams Academy - Roseville is committed to providing all scholars with access to a broad and inclusive course of study. The academy offers a range of subjects beyond core academics, including arts, music, leadership, and technology, allowing scholars to explore interests and develop a well-rounded skill set. For those seeking academic rigor, Honor courses prepare scholars for college and advanced careers. The academy uses data tracking to monitor course enrollment by ethnicity, socioeconomic status, and special needs to ensure equitable access. Targeted programs support English Learners, scholars with disabilities, and those from low-income backgrounds. Digital tools and platforms expand course access and support remote and supplemental learning. Scholars from disadvantaged backgrounds are provided with the necessary technology to ensure full participation. John Adams Academy collaborates with families and the community to support scholar learning and promote a strong home-school connection. The academy delivers a Classical Education that engages scholars with the greatest works of the Western Tradition, aiming to inspire life-long self-learners. Diverse educational options include Art, Music, Visual and Performing Arts, Latin (7–12), Science, Math, English Language Arts, History, PE, and Foreign Language (7–12). Overall, Roseville ensures all scholars can access a broad and rich course of study through inclusive curriculum and support systems.|While Roseville is committed to providing all scholars with access to a broad course of study, several barriers challenge the full realization of this goal. Financial constraints limit the ability to offer a wide range of advanced or specialized courses and essential resources like technology and instructional materials. Staffing shortages also pose a challenge, as recruiting and retaining qualified teachers in areas such as STEM, the arts, and world languages can be difficult in a competitive market. English Learners may face difficulty accessing the full curriculum when courses are not adapted to meet their language development needs. Similarly, scholars with disabilities require accommodations, specialized materials, and trained staff to access the full range of learning opportunities. Physical space and classroom capacity may limit enrollment in popular or advanced courses, resulting in waitlists or restricted access. Scheduling conflicts can prevent scholars from taking both core and elective classes, especially when course offerings are limited. Additionally, some families may be unaware of available courses or may face language and cultural barriers to engagement. Some scholars may also lack awareness of course options or may not be encouraged to pursue challenging or non-traditional subjects. JAA is addressing these challenges through strategic planning, targeted professional development, expanded support services, and increased family and community engagement.|In order to ensure access to a broad course of study, we will continue training and supporting staff in working with scholars who have educational deficits, while using culture-building strategies to engage families in supporting scholar achievement. To guarantee all scholars have access to a broad and inclusive course of study, John Adams Academy – Roseville has implemented several revisions and new actions. To support advanced learners, the academy has expanded access to honor courses, allowing scholars to pursue higher-level academic work that prepares them for college and careers. Targeted programs now support underserved groups, including English Learners (ELs), scholars with disabilities, and those from low-income backgrounds, through additional academic support, tutoring, and personalized learning plans. Staff training in cultural competence has been enhanced to ensure inclusive and culturally sensitive teaching. The academy uses regular assessments and feedback mechanisms to monitor scholar progress and identify gaps in course access. This data-driven approach supports timely improvements. Surveys and focus groups with scholars, parents, and staff help evaluate the effectiveness of the curriculum and highlight areas for growth. These efforts reflect John Adams Academy’s commitment to providing all scholars with equitable opportunities to succeed in a diverse, inclusive learning environment.|Met||2025-06-26|2025
31669280141622|New Pacific Charter - 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.|New Pacific Roseville is a single school, where all students are fully mainstreamed and integrated into multiple-subject classrooms. This inclusive instructional model promotes academic engagement, peer collaboration, and equitable access to high-quality teaching and learning experiences. All students at NPC-R are enrolled in a comprehensive, broad course of study that aligns with California state standards and supports the development of the whole child. Students have access to a well-rounded curriculum that includes the six core areas: English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, and Physical Education. These subject areas are embedded into daily instruction through an interdisciplinary approach that encourages critical thinking, creativity, and real-world application. 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. In addition to core academics, NPC-R is committed to ensuring that all students benefit from enrichment opportunities and differentiated instruction that reflect their individual needs, strengths, and interests. Through this, the school affirms its dedication to learning.|New Pacific Roseville is fully committed to providing equitable access to a broad and rigorous course of study for all students, regardless of background, ability, or educational need. The school has established systems and practices that intentionally remove barriers to participation, ensuring that every student has the opportunity to engage meaningfully in all areas of the curriculum. NPC-R’s inclusive instructional model supports full access to core academic content as well as enrichment opportunities across the six subject areas identified in a broad course of study: English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, and Physical Education. All students are enrolled in these areas of study as part of the school’s standard instructional program, with no tracking or exclusionary practices that would limit access based on academic performance or other criteria. In addition, supports such as differentiated instruction, targeted intervention services, English learner supports, and accommodations for students with disabilities are embedded within the general education setting. This ensures that all students can participate and thrive within the full scope of the curriculum. Through proactive planning, continuous monitoring of student progress, and a commitment to inclusive education, New Pacific Roseville effectively eliminates barriers to learning and maintains a learning environment where all students can experience success.|Ongoing data analysis and teacher collaboration support continuous access and engagement in all subject areas. In addition, the school regularly reviews instructional materials and schedules to ensure alignment with state standards and that sufficient instructional time is dedicated to each content area. Through these intentional practices, New Pacific Roseville affirms its commitment to academic equity and excellence, ensuring that every student can fully participate in and benefit from a complete and well-rounded educational experience.|Met||2025-06-16|2025
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||2025-06-25|2025
31669440121624|Sierra Expeditionary Learning|7|All topical curricula is designed or purchased and follows Common Core, NGSS, and/or State Standards. Formative and summative assessments provide feedback to teachers, and pacing/scaffolding is changed as needed. Students with additional academic needs are provided in-class support, RTI support, and/or referred to or part of our Special Ed program.|Our broad course of study and assessment are provided equally to all students. Those in need or identified for Special Education are provided additional support and/or scaffolding.|N/A|N/A|Met||2025-06-02|2025
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 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, Dual Language Immersion, Rosetta Stone for our elementary GATE program, and AVID Elementary at 6 of our 8 elementary schools. Additionally, 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 aaprx.13% of our high school student population. CTE Increased at HS|Some district-wide practices that impact students’ access to a broad course of study are as follows: -	Elementary students needing academic interventions are sometimes pulled out of music, social science, or science instruction. -	Students with moderate-to-severe disabilities have varying degrees of access to the general education setting due to their disabilities. -	At the secondary level, intervention and/or ELD courses limit students’ electives choices, which decreases their access to VAPA, CTE, etc. -	High school students attending continuation high school (due to credit deficiencies) have limited access to a broad course of study due to their shortened instructional day. Over the past three years, the district has begun making changes to some practices in an effort to increase students’ access to a broad course of study.  WPUSD has made progress in the following areas: -	implementing tighter parameters around when elementary students can be pulled from class for academic interventions/ELD -	eliminating remedial, non-A-G coursework options at the high schools -	offering co-teach classes in Math and ELA at the secondary level for students with mild-to-moderate disabilities -	proactively recruiting underrepresented groups to take Honors/AP courses at the high school level (and supporting low-income students with fee waivers to take AP tests) -	adding several work-based certification and/or internship programs for students who choose a particular career path.|There are some barriers that are preventing WPUSD from fully providing access to a broad course of study for all students.  First, TK-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.  WPSUD is looking to expand its CTE and dual credit offerings to students to offer more choice to students.   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||2025-06-17|2025
31669510135871|John Adams Academy - Lincoln|7|John Adams Academy - Lincoln employs locally selected measures and tools to monitor and ensure that all scholars have access to and are enrolled in a broad course of study. These measures track progress across grade spans, unduplicated scholar groups, and scholars with exceptional needs.  - Grade Span Tracking: The academy collects and analyzes course enrollment data across grade levels to ensure that scholars from elementary through high school have equitable access to core academics, arts, and extracurriculars.  - Disaggregated Data: Data is broken down by scholar groups: socio-economically disadvantaged, English learners, foster youth, and scholars with disabilities, to ensure equal representation in courses.  - Comprehensive Tracking: A robust Scholar Information System tracks scholar schedules, course completions, and progress toward graduation.  - Special Populations: The SIS monitors participation of special needs and unduplicated scholars in advanced courses, electives, and enrichment programs.  - IEPs and 504 Plans: IEPs and 504 Plans ensure scholars with needs have support and access to curriculum. Progress is monitored and adjustments made. - LCAP Goals and Metrics: LCAP metrics set goals for broad course access, increased participation in advanced/elective courses, and enhanced support for unique needs. - Performance Indicators: Scholar engagement and performance data helps gauge success in providing a comprehensive education.|John Adams Academy - Lincoln is committed to providing all scholars with access to a broad and inclusive course of study. The academy offers a range of subjects beyond core academics, including arts, music, leadership, and technology, allowing scholars to explore interests and develop a well-rounded skill set. For those seeking academic rigor, Honor courses prepare scholars for college and advanced careers. The academy uses data tracking to monitor course enrollment by ethnicity, socioeconomic status, and special needs to ensure equitable access. Targeted programs support English Learners, scholars with disabilities, and those from low-income backgrounds. Digital tools and platforms expand course access and support remote and supplemental learning. Scholars from disadvantaged backgrounds are provided with the necessary technology to ensure full participation. John Adams Academy collaborates with families and the community to support scholar learning and promote a strong home-school connection. The academy delivers a Classical Education that engages scholars with the greatest works of the Western Tradition, aiming to inspire life-long self-learners. Diverse educational options include Art, Music, Visual and Performing Arts, Latin (7–12), Science, Math, English Language Arts, History, PE, and Foreign Language (7–12). Overall, Lincoln ensures all scholars can access a broad and rich course of study through inclusive curriculum and support systems.|While Lincoln is committed to providing all scholars with access to a broad course of study, several barriers challenge the full realization of this goal. Financial constraints limit the ability to offer a wide range of advanced or specialized courses and essential resources like technology and instructional materials. Staffing shortages also pose a challenge, as recruiting and retaining qualified teachers in areas such as STEM, the arts, and world languages can be difficult in a competitive market. English Learners may face difficulty accessing the full curriculum when courses are not adapted to meet their language development needs. Similarly, scholars with disabilities require accommodations, specialized materials, and trained staff to access the full range of learning opportunities. Physical space and classroom capacity may limit enrollment in popular or advanced courses, resulting in waitlists or restricted access. Scheduling conflicts can prevent scholars from taking both core and elective classes, especially when course offerings are limited. Additionally, some families may be unaware of available courses or may face language and cultural barriers to engagement. Some scholars may also lack awareness of course options or may not be encouraged to pursue challenging or non-traditional subjects. JAA is addressing these challenges through strategic planning, targeted professional development, expanded support services, and increased family and community engagement.|In order to ensure access to a broad course of study, we will continue training and supporting staff in working with scholars who have educational deficits, while using culture-building strategies to engage families in supporting scholar achievement. To guarantee all scholars have access to a broad and inclusive course of study, John Adams Academy – LIncoln has implemented several revisions and new actions. To support advanced learners, the academy has expanded access to honor courses, allowing scholars to pursue higher-level academic work that prepares them for college and careers. Targeted programs now support underserved groups, including English Learners (ELs), scholars with disabilities, and those from low-income backgrounds, through additional academic support, tutoring, and personalized learning plans. Staff training in cultural competence has been enhanced to ensure inclusive and culturally sensitive teaching. The academy uses regular assessments and feedback mechanisms to monitor scholar progress and identify gaps in course access. This data-driven approach supports timely improvements. Surveys and focus groups with scholars, parents, and staff help evaluate the effectiveness of the curriculum and highlight areas for growth. These efforts reflect John Adams Academy’s commitment to providing all scholars with equitable opportunities to succeed in a diverse, inclusive learning environment.|Met||2025-06-26|2025
31669513130168|Horizon Charter|7|Horizon uses multiple measures to ensure students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. State approved standards-based curriculum orders are tracked through the Online Purchasing System (OPS). As an independent study charter school, each student’s master agreement is tracked through the school’s student information system to ensure access and enrollment in a board course of study for all students. For grades 8-12, A learning management system additionally tracks student access to curriculum and instructional needs by course of study. The 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, Advanced Placement, 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. Horizon is engaging in a new relationship with Los Rios Community Colleges to through an MOU to allow Horizon staff to teach introductory college courses to improve participation and completion rates.|Participation in all high school programs are tracked by the guidance counseling department. Counselors develop 4 year course plans for all high school students. A full sequence of UC and NCAA approved courses are offered to high school students along with 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. Additional staffing have been hired to better support instructional practices.|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, ELD and ELL needs, 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||2025-06-12|2025
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) and Dual Enrollment courses is another measure. Rocklin and Whitney High Schools offer 12 CTE pathways with 65 courses, enrolling 2,672 students. Spring View and Granite Oaks Middle Schools offer 3 CTE pathways with 4 courses, enrolling 890 students. Additionally, RUSD offers 18 Dual Enrollment courses with 581 students enrolled between the two high schools.|According to the A–G Readiness Report for the 2023–24 school year, 72.1% of Rocklin Unified students are accessing and completing a broad course of study, reflecting a 1.5% increase from 2022–23. While performance gaps remain between all students and certain numerically significant student groups, progress is being made—particularly among socioeconomically disadvantaged students. For example, 55.1% of socioeconomically disadvantaged students and 17.6% of students with disabilities met the A–G criteria in 2023–24, representing gains of 5.7% and 2.4%, respectively, from the prior year. These data highlight both positive momentum and the continued need to examine student experiences, identify barriers, and implement targeted improvement cycles. When combining A–G completion with Career Technical Education (CTE) pathway completion, 77.8% of students were determined to be A–G or career ready at graduation. The District will continue to monitor progress over time using measures that include A–G and CTE completion, dual enrollment participation, and access to support courses.|Overall, Rocklin Unified School District offers a broad course of study across its TK–12 schools and remains committed to eliminating barriers that prevent students from accessing and enrolling in courses aligned to UC/CSU entrance requirements and/or completion of a Career Technical Education (CTE) pathway. Previously identified barriers include limited A–G course alignment for some students in special education who are enrolled in basic or support classes, as well as challenges for some students in completing a second year of World Language and a third year of mathematics. In response, RUSD is restructuring tutoring and intervention programs both during and outside the regular school day across all grade levels to address skill gaps before students reach high school. Additionally, the District is implementing an alternative diploma pathway for students with disabilities, which is intended to expand access to postsecondary opportunities by reducing the need for support-only coursework and increasing alignment with college and career readiness expectations.|During the 2024–25 school year, Rocklin Unified School District continued implementing recommendations from previous workgroups to expand student access to a broad course of study. The inclusion of American Sign Language (ASL) as an alternative to traditional World Languages offerings remained in place, providing students with varied pathways to meet A–G requirements. The District also continued exploring co-teaching models in college preparatory courses, with general education and special education teachers working collaboratively to support students with disabilities. Students were automatically enrolled in a second year of World Language during their senior year to promote A-G completion. The Data Science mathematics course, first introduced in 2023–24, continued to serve as an alternative to Integrated III for fulfilling A–G requirements. School sites increased the availability of everyday math courses in Integrated II and III to support students who benefit from daily instruction. Middle school math intervention courses were sustained, and the full implementation of an alternative diploma pathway for students eligible for the California Alternative Assessment was maintained. Staff remain focused on identifying and implementing targeted interventions, refining counseling practices, and establishing systems to ensure that incoming 9th grade students who are at risk receive prioritized course selections and supports to remain on track for A–G and CTE completion.|Met||2025-06-18|2025
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||2025-06-23|2025
31750850119487|Western Sierra Collegiate Academy|7|Rocklin Academy Family of Schools tracks progress toward meeting Priority 7 by annually reviewing course offerings, class rosters, and comprehensive schedules to evaluate the extent to which all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study across grade spans.  All RAFOS students are enrolled in a broad course of study that includes English language arts, mathematics, social science, science, physical education, and the visual and performing arts, with enrichment and elective offerings provided based on school configuration and grade level. Additional supports are in place to ensure equitable access for students receiving special education services and those who are English learners.  No barriers have been identified that would prevent students from accessing a broad course of study at any RAFOS site. The organization will continue to monitor course access and enrollment data to ensure that all students, including those in unduplicated groups, are provided equal opportunity to engage in a well-rounded educational experience.|All students at Rocklin Academy Family of Schools (RAFOS) continue to have access to, and are enrolled in, a broad course of study. Locally selected tools, including reviews of course offerings, enrollment records, and comprehensive schedules, confirm that this access is consistent across all school sites and grade spans.  There are no identified differences in access or enrollment based on student group, including English learners, students with disabilities, foster youth, or students from socioeconomically disadvantaged backgrounds. Each site ensures that students participate in a well-rounded educational program that includes core academic subjects and enrichment experiences appropriate to the grade level.  This level of access has remained consistent over time and reflects a longstanding organizational commitment to equity in educational opportunity. RAFOS will continue to monitor course enrollment and adjust as needed to maintain full access for all students.|Rocklin Academy Family of Schools (RAFOS) has not identified any barriers that prevent students from accessing a broad course of study. All students, including unduplicated student groups and individuals with exceptional needs, are enrolled in and have equal access to a full range of academic and enrichment opportunities appropriate to their grade level. Ongoing review of course offerings and enrollment patterns ensures that this access remains consistent across all sites.|Rocklin Academy Family of Schools (RAFOS) will continue to support students with the actions and services outlined in the 2024–25 LCAP, which are designed to ensure equitable access to a broad course of study. Annual family engagement surveys and student surveys, including the California Healthy Kids Survey (CHKS), will be used to monitor progress and guide decisions in future LCAP development. In addition, course offerings, enrollment patterns, and student schedules will continue to be reviewed regularly to ensure access and identify any emerging gaps across student groups. The Local Indicator submission process for the California School Dashboard will also be completed during the 2024–25 submission window.|Met||2025-06-23|2025
31750856118392|Rocklin Academy|7|Rocklin Academy Family of Schools tracks progress toward meeting Priority 7 by annually reviewing course offerings, class rosters, and comprehensive schedules to evaluate the extent to which all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study across grade spans.  All RAFOS students are enrolled in a broad course of study that includes English language arts, mathematics, social science, science, physical education, and the visual and performing arts, with enrichment and elective offerings provided based on school configuration and grade level. Additional supports are in place to ensure equitable access for students receiving special education services and those who are English learners.  No barriers have been identified that would prevent students from accessing a broad course of study at any RAFOS site. The organization will continue to monitor course access and enrollment data to ensure that all students, including those in unduplicated groups, are provided equal opportunity to engage in a well-rounded educational experience.|All students at Rocklin Academy Family of Schools (RAFOS) continue to have access to, and are enrolled in, a broad course of study. Locally selected tools,  including reviews of course offerings, enrollment records, and comprehensive schedules, confirm that this access is consistent across all school sites and grade spans.  There are no identified differences in access or enrollment based on student group, including English learners, students with disabilities, foster youth, or students from socioeconomically disadvantaged backgrounds. Each site ensures that students participate in a well-rounded educational program that includes core academic subjects and enrichment experiences appropriate to the grade level.  This level of access has remained consistent over time and reflects a longstanding organizational commitment to equity in educational opportunity. RAFOS will continue to monitor course enrollment and adjust as needed to maintain full access for all students.|Rocklin Academy Family of Schools (RAFOS) has not identified any barriers that prevent students from accessing a broad course of study. All students, including unduplicated student groups and individuals with exceptional needs, are enrolled in and have equal access to a full range of academic and enrichment opportunities appropriate to their grade level. Ongoing review of course offerings and enrollment patterns ensures that this access remains consistent across all sites.|Rocklin Academy Family of Schools (RAFOS) will continue to support students with the actions and services outlined in the 2024–25 LCAP, which are designed to ensure equitable access to a broad course of study. Annual family engagement surveys and student surveys, including the California Healthy Kids Survey (CHKS), will be used to monitor progress and guide decisions in future LCAP development. In addition, course offerings, enrollment patterns, and student schedules will continue to be reviewed regularly to ensure access and identify any emerging gaps across student groups. The Local Indicator submission process for the California School Dashboard will also be completed during the 2024–25 submission window.|Met||2025-06-23|2025
32103220000000|Plumas County Office of Education|7|To track the extent to which all students have access to and are enrolled in a broad course of study, our LEA has carefully selected specific measures and tools, including the A-G completion rate, that align with our grade spans, unduplicated student groups, and individuals with exceptional needs served. The A-G completion rate serves as a locally chosen tool to assess the percentage of students who successfully complete the required courses necessary for college admission eligibility. By closely monitoring the A-G completion rate, we can identify any gaps in access and enrollment across different student groups. This data-driven approach allows us to implement targeted interventions and supports to ensure equitable opportunities for all students to pursue a comprehensive and rigorous course of study. Through the utilization of locally selected tools like the A-G completion rate, our LEA strives to provide an inclusive educational environment that prepares students for future success.|Plumas Unified School District ensures students across all grade spans have access to a broad course of study through core subjects, CTE pathways, visual and performing arts, AP courses, outdoor education, and expanded electives. Access is tracked using tools such as A–G completion rates, master schedules, CTE enrollment, and CALPADS data for unduplicated student groups and students with disabilities. A–G completion rates, though relatively low, have improved modestly, signaling efforts to expand college- and career-aligned coursework. All sites offer access to required core content, and secondary schools provide diverse electives and AP courses. However, differences remain in access between school sites due to enrollment size, staff capacity, and course availability. Rural and small-school sites offer fewer course sections, which impacts access to specialized electives or advanced coursework, particularly for students with disabilities or those requiring remediation. To address these gaps, the district is leveraging expanded learning opportunities, online course access, dual enrollment, and Prop 28 funds to broaden offerings equitably. The district remains committed to improving access across all student groups and school sites to ensure every student receives a comprehensive, inclusive education.|Analysis of A–G completion data, master schedules, and enrollment patterns reveals several barriers that limit equitable access to a broad course of study in Plumas Unified School District. The most significant challenge is our small and rural school context, which restricts the number of course offerings due to staffing limitations and low student enrollment. This is especially evident at our smallest sites, where multi-grade classrooms and limited credentialed staff reduce access to specialized electives, AP courses, and full CTE pathways. Transportation and geographic isolation also present obstacles to equitable access—particularly for students wishing to participate in off-site courses, dual enrollment, or regional career pathways. Additionally, students with disabilities often require scheduling accommodations or support services that make it difficult to access certain electives or higher-level academic coursework alongside their peers. Other barriers include recruitment and retention of highly qualified staff, especially in specialized subject areas, and the limited availability of flexible, student-driven learning models that can bridge access gaps. The district is addressing these challenges through online learning platforms, dual enrollment partnerships, Prop 28 funding, and efforts to expand staffing capacity through targeted hiring and professional development.|In response to identified gaps in access, Plumas Unified School District has taken steps to expand learning opportunities for all students. This includes increasing access to online and dual enrollment courses, refining master schedules, and enhancing elective and enrichment options across grade spans. The district is also leveraging new funding sources to strengthen arts and career pathway offerings and exploring scheduling solutions to reach more students across school sites. These actions are part of a broader effort to ensure every student can participate in a well-rounded, engaging course of study, regardless of location or learning needs.|Met||2025-06-25|2025
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.|Plumas Unified School District ensures students across all grade spans have access to a broad course of study through core subjects, CTE pathways, visual and performing arts, AP courses, outdoor education, and expanded electives. Access is tracked using tools such as A–G completion rates, master schedules, CTE enrollment, and CALPADS data for unduplicated student groups and students with disabilities.  A–G completion rates, though relatively low, have improved modestly, signaling efforts to expand college- and career-aligned coursework. All sites offer access to required core content, and secondary schools provide diverse electives and AP courses. However, differences remain in access between school sites due to enrollment size, staff capacity, and course availability. Rural and small-school sites offer fewer course sections, which impacts access to specialized electives or advanced coursework, particularly for students with disabilities or those requiring remediation.  To address these gaps, the district is leveraging expanded learning opportunities, online course access, dual enrollment, and Prop 28 funds to broaden offerings equitably. The district remains committed to improving access across all student groups and school sites to ensure every student receives a comprehensive, inclusive education.|Analysis of A–G completion data, master schedules, and enrollment patterns reveals several barriers that limit equitable access to a broad course of study in Plumas Unified School District. The most significant challenge is our small and rural school context, which restricts the number of course offerings due to staffing limitations and low student enrollment. This is especially evident at our smallest sites, where multi-grade classrooms and limited credentialed staff reduce access to specialized electives, AP courses, and full CTE pathways.  Transportation and geographic isolation also present obstacles to equitable access—particularly for students wishing to participate in off-site courses, dual enrollment, or regional career pathways. Additionally, students with disabilities often require scheduling accommodations or support services that make it difficult to access certain electives or higher-level academic coursework alongside their peers.   2025-26 Local Performance Indicator Self-Reflection for Plumas County Office of Education/Plumas Unified School District Page 22 of 25 Other barriers include recruitment and retention of highly qualified staff, especially in specialized subject areas, and the limited availability of flexible, student-driven learning models that can bridge access gaps. The district is addressing these challenges through online learning platforms, dual enrollment partnerships, Prop 28 funding, and efforts to expand staffing capacity through targeted hi|In response to identified gaps in access, Plumas Unified School District has taken steps to expand learning opportunities for all students. This includes increasing access to online and dual enrollment courses, refining master schedules, and enhancing elective and enrichment options across grade spans. The district is also leveraging new funding sources to strengthen arts and career pathway offerings and exploring scheduling solutions to reach more students across school sites. These actions are part of a broader effort to ensure every student can participate in a well-rounded, engaging course of study, regardless of location or learning needs.|Met||2025-06-25|2025
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).|Met||2025-06-23|2025
33103300000000|Riverside County Office of Education|7|RCOE 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). RCOE 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 RCOE from providing access to a broad course of study for all students.|At RCOE, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). RCOE 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 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 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 RCOE high school graduation requirements with specific attention to their individual preferences and college/career goals. Teachers provided standards-based instruction in ELA, ELD, mathematics, history­-social science, science (NGSS), visual and performing arts, and world languages. Teachers continued the implementation of Universal Design for Learning (UDL) in the classroom while learning grade-level, engaging, affirming, and meaningful (GLEAM) strategies. Teachers in Community school and Court school implemented service­-learning projects in history-­social science and science, and students completed personalized, interest­-based projects. These project­-based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness.|RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE 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||2025-06-18|2025
33103300110833|River Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.  High school students develop four-year graduation plans with counselors and are enrolled in required A-G, CTE, and college-level courses. Family feedback and data reviews guide course offerings. Springs is committed to equitable access to a rigorous, well-rounded education for all students.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–8th grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.  High school elective options and intervention supports increased this past year, strengthening access to a rigorous course of study. Barstow Community College courses are listed in the course catalog to support dual enrollment. Online access and study zones help all students participate in college-level coursework.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses. All students, regardless of location, have access to a full high school course catalog—including Physics, Pre-Calculus, and Probability and Statistics—through online and synchronous instruction.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops. At the high school level, diagnostic assessments (i-Ready, Delta Math, Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. New high-interest options like Algebra 2 in the World support engagement through real-life applications such as financial literacy. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2025-06-12|2025
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. Last year we added a floral shop on campus as an option for students to creatively explore, and are currently developing a CTE program for next year at the school.|Met||2025-06-18|2025
33103300125385|Imagine Schools, Riverside County|7|Imagine Schools Riverside County (ISRC) is committed to ensuring that all students including English Language Learners and those with exceptional needs have equitable access to a broad and rigorous course of study. Central to this commitment is ISRC’s use of a robust student information system, which provides real-time data on enrollment, attendance, academic progress, and participation in state-required coursework. At the K–8 level, ISRC offers a comprehensive dual language program open to all students. This program fosters bilingualism, cultural awareness, and academic achievement, preparing students for success in higher grades while supporting a diverse and inclusive learning environment. To meet the individual needs of students requiring additional support, ISRC provides targeted services aligned with state and federal requirements. The student information system plays a vital role in this process—tracking progress, identifying areas of need, and enabling timely interventions for English Language Learners and students with exceptional needs. This data-driven approach ensures that support strategies are responsive and aligned with each student’s learning path. Through the intentional use of data, inclusive programming, and strategic support services, ISRC continues to create educational pathways that empower all students to succeed in a well-rounded, academically rigorous environment.|All K–8 students at Imagine Schools Riverside County (ISRC) have access to and are enrolled in a broad course of study that includes English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts, and a comprehensive dual language program. The dual language model promotes bilingualism, biliteracy, and academic achievement, and is open to all students across both school sites. ISRC uses a centralized student information system to monitor course access, enrollment trends, attendance, and progress across grade levels and subgroups, including English Language Learners (ELLs), students with disabilities, and socioeconomically disadvantaged students. Data is regularly reviewed to ensure alignment with state requirements and equitable participation. Students with exceptional needs and ELLs receive services through Individualized Education Programs (IEPs), 504 Plans, and English Language Development (ELD) supports. ISRC’s MTSS process ensures early identification and intervention. No significant gaps in access or enrollment have been identified across sites or student groups. Continued investment in inclusive practices, data monitoring, and differentiated support has strengthened equitable access to a well-rounded curriculum and contributed to year-over-year improvements in academic engagement.|Imagine Schools Riverside County (ISRC) provides a comprehensive curriculum that meets all state-mandated requirements and includes a robust dual language program that promotes bilingualism and biliteracy for all K–8 students. Although much improved, one key challenge is staffing particularly in recruiting and retaining highly qualified teachers with dual language credentials and special education expertise. Another challenge is the need for increased differentiated supports during core instruction, especially in middle school math and science. Although interventions are in place, some students require more targeted strategies to access rigorous content meaningfully. Despite these challenges, ISRC continues to invest in staffing, professional development, and instructional resources to ensure equitable access to a broad and rigorous course of study for all students.|Imagine Schools Riverside County (ISRC) ensures all K–8 students are enrolled in a comprehensive and challenging dual language curriculum that includes all state-required content areas and supports bilingualism and biliteracy. To meet the needs of all learners, including English Language Learners and students with exceptional needs, ISRC provides tailored supports through ELD services, IEPs, and differentiated instruction within an inclusive environment. In response to stakeholder feedback and ongoing data review, ISRC has taken steps to broaden access to enrichment and academic pathways. New actions include exploring expanded coursework offerings in college and career readiness and the integration of arts and music instruction across grade levels. ISRC has also prioritized identifying funding and community partnerships to bring additional programming to both campuses. To support equitable access, ISRC continues to invest in staff training, curriculum development, and resource acquisition that align with the dual language model. Enhancements to the student information system now allow for more efficient tracking of student course access and subgroup participation, ensuring that gaps are identified and addressed proactively.|Met||2025-06-12|2025
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||2025-06-17|2025
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||2025-06-26|2025
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||2025-06-26|2025
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 broard course of 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 school students will have more bandwidth to participate in a broader course of study and activities.|To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement. To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement.|Met||2025-06-16|2025
33103300137851|Julia Lee Performing Arts Academy|7|1. Master Schedule Review : JLPAA conducts a semesterly review of the school-wide master schedule to ensure students are enrolled in a well-rounded curriculum that includes core academic subjects (ELA, mathematics, science, and social studies) as well as enrichment opportunities such as music, visual arts, performing arts, physical education, and technology.  2. Student Enrollment Reports by Subgroup: Enrollment data is disaggregated by grade level, ethnicity, English Learner status, socioeconomically disadvantaged status, and students with disabilities. These reports are reviewed quarterly to ensure that students in all subgroups have proportional access to electives, intervention programs, and enrichment courses.  3. Individualized Education Program (IEP) Tracking and Course Access: For students with exceptional needs, JLPAA cross-references course enrollment with IEP goals and service minutes to ensure alignment and access to the least restrictive environment. The Special Education team meets regularly to monitor access and participation in general education classes and enrichment activities.  4. Internal Walkthroughs and Program Participation Logs: Administrators conduct instructional walkthroughs and review participation logs for programs such as music, STEAM, and after-school enrichment to verify that all student groups are participating equitably. Special attention is given to students identified as English learners and those receiving intervention services.|Summary of Student Access and Enrollment in a Broad Course of Study  Julia Lee Performing Arts Academy (JLPAA), serving a single TK–8 school site, uses a variety of locally selected tools—including master schedule audits, subgroup enrollment tracking, IEP reviews, and program participation logs—to monitor and ensure that all students have equitable access to a broad course of study.  Overall Access and Enrollment: All students at JLPAA have consistent access to core academic subjects (English Language Arts, mathematics, science, and social studies), as well as enrichment opportunities in music, performing arts, visual arts, physical education, and technology. The school’s master schedule confirms that all grade spans are included in the course of study and that instruction is being delivered consistently across classrooms.  Access Across Student Groups: Enrollment data disaggregated by student groups shows that:  English Learners (ELs) participate in both designated and integrated ELD while maintaining full access to core and enrichment subjects.  Students with Disabilities receive individualized supports aligned with their IEPs while remaining in the least restrictive environment. The PBIS Coordinator and Special Education staff ensure inclusion in general education and enrichment offerings.  Socioeconomically Disadvantaged Students and Foster Youth are equitably represented across enrichment courses and have priority access to intervention and academic support programs.|1. Scheduling Conflicts for Students with IEPs: Students receiving specialized academic instruction or related services (such as speech or counseling) during the school day sometimes miss portions of enrichment subjects such as music, visual arts, or physical education. This results from limited staffing and the challenge of balancing pull-out services with core and non-core class time.  2. Language and Communication Barriers for English Learner Families: Although English Learners are enrolled in a full course of study, participation in optional or extracurricular programs (e.g., after-school STEAM, performing arts) was initially lower due to limited outreach and communication in families’ home languages. This created an access gap in enrichment opportunities beyond the regular instructional day.  3. Limited Capacity in Enrichment Programs: Some enrichment offerings, such as art, music, and technology-based electives, have limited space due to staffing and facility constraints. When course sections fill quickly, students—particularly those with scheduling limitations due to interventions or specialized services—may miss out on broader learning opportunities.  4. Technology Access Outside of School: Although students participate in technology integration during the school day, access to digital learning tools at home is uneven. This has impacted students’ ability to engage fully in tech-based enrichment or project-based assignments requiring out-of-class collaboration|Continuous Monitoring and Equity Audits JLPAA has established a quarterly review process of course enrollment and program participation data, disaggregated by student group, to monitor equitable access in real time. This process includes input from advisory committees such as the ELAC, SSC, and student focus groups.  Through these ongoing efforts and responsive actions, JLPAA is committed to ensuring that every student—including those who are English Learners, socioeconomically disadvantaged, foster youth, and students with exceptional needs—has full and equitable access to a rich, engaging, and broad course of study.|Met||2025-06-20|2025
33103300137869|Excelsior Charter School Corona-Norco|7|Excelsior Charter Schools Corona-Norco (ECSCN) uses multiple tools to track access and enrollment in a broad course of study for grades 7–12, including:  Master schedule audits and Aeries course enrollment reports  Student transcripts and A–G progress reports  Canvas LMS course offerings and unit pacing guides  Disaggregated participation data in CTE, VAPA, dual enrollment, and elective pathways  Academic planning sessions and individualized counselor meetings Data are reviewed regularly by grade span and student group, including English Learners, Foster Youth, Low-Income, Students with Disabilities, and Homeless Youth. Site administrators and district leadership teams use these tools quarterly to evaluate program access and guide adjustments.|All ECSCN students in grades 7–12 have access to a broad course of study including core content (ELA, Math, Science, Social Studies), Physical Education, Health, World Languages, Visual and Performing Arts (VAPA), and Career Technical Education (CTE). Analysis of 2023–24 course data shows that access is consistent across sites, with all campuses offering standards-aligned courses in required disciplines. However, enrollment patterns reveal that Independent Study students and some unduplicated students are underrepresented in elective programs, particularly VAPA and CTE. Dual enrollment and A–G participation continue to increase, and ECSCN has added new course offerings to meet student interest and expand equity in access. Progress is monitored using internal dashboards that track enrollment by course type and student subgroup.|Barriers identified through data review and stakeholder input include:  Limited instructional staff capacity in specialized subjects such as VAPA and CTE, especially in Independent Study courses.  Scheduling conflicts that restrict elective choices for students pursuing credit recovery or specialized academic supports  Lack of awareness among families about available electives, CTE pathways, and dual enrollment options  Perceived entry requirements or prerequisites for advanced courses that may disproportionately impact English Learners and Students with Disabilities  Transportation limitations for students accessing off-site or college-partnered courses These barriers affect equitable enrollment, especially for historically underserved student groups.|To improve access to a broad course of study, ECSCN has implemented several actions:  Hired additional credentialed staff to expand course offerings, especially for full-time Independent Study students (Goal 3, Action 3.15)  Expanded onsite VAPA and CTE options and dual enrollment partnerships to increase availability and remove transportation barriers  Provided targeted academic counseling and transcript audits to ensure students from underrepresented groups are scheduled into electives and college/career prep pathways (Goal 2, Action 2.13)  Removed unnecessary prerequisites and created academic “bootcamps” to improve readiness for advanced or specialized courses  Launched a family-facing dashboard and outreach campaign to promote awareness of elective and pathway options These efforts are regularly reviewed and refined based on student feedback and enrollment data.|Met||2025-06-26|2025
33103300138024|Journey|7|The Journey School utilizes multiple locally selected measures to ensure all students have access to and are enrolled in a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs. These measures include:  School-Wide Subject Area Schedule: The Journey School has adopted a comprehensive schedule for core subjects, including ELA, mathematics, science, social studies, English Language Development (ELD), social-emotional learning, and entrepreneurship. This schedule meets or exceeds state-mandated instructional minute requirements to ensure equitable access to essential subjects for all students.  Designated English Language Development (ELD) Instruction: The Journey School implements daily ELD instructional minutes for students in grades K-6. This dedicated time supports language acquisition for diverse student populations. Teachers receive professional development on CA ELD standards, lesson planning, differentiation, proficiency levels (ELPAC), and best practices. The school also utilizes the Elevation platform to track ELD student goals and progress based on proficiency levels.  Differentiated Reading Instruction: The Journey School provides a differentiated reading block for students in grades 1-6, tailored to individual reading levels. This approach ensures literacy development through targeted instruction aligned with grade-level standards.|At The Journey School, all students from TK to 6th grade benefit from a comprehensive and equitable course of study. A school-wide subject area schedule ensures consistent instructional time for core subjects, including English Language Arts, Mathematics, Science, and Social Studies, at each grade level. To further enrich students' learning experiences, all students also have access to Physical Education and Social-Emotional Learning (SEL) instruction to support their overall development.  To address the needs of diverse learners, all students in grades K-6 receive designated daily English Language Development (ELD) minutes, ensuring language acquisition support for English Learners. Additionally, a differentiated reading instruction block is implemented in grades 1-6, providing targeted support tailored to each student's reading level. Intervention and enrichment blocks are embedded within the schedule to provide additional academic support or challenge as needed.  The Journey School actively monitors student progress through assessments, data analysis, and teacher collaboration to identify discrepancies in access or achievement across student groups. Adjustments are made as necessary to address emerging needs and ensure equitable learning opportunities. This proactive approach has led to improved student outcomes and continued progress toward achieving inclusivity and academic excellence for all students.|The Journey School faces multiple barriers that hinder access to a broad course of study for all students. Chronic absenteeism is a significant challenge, as inconsistent attendance disrupts curriculum delivery and limits student engagement in educational opportunities. Social-emotional challenges further impact student participation, with mental health concerns making it difficult for some students to fully engage in academic programs. Transportation issues also create obstacles, preventing students from attending school regularly or participating in extracurricular activities that enrich their learning. Additionally, gaps in early learning preparation pose challenges for students entering school without foundational skills, requiring extra support to access grade-level content. Addressing these barriers through targeted interventions, community engagement, and tailored support strategies is crucial to ensuring all students can benefit from the school's comprehensive educational program.|In response to the results of the tool and locally selected measures, The Journey School has implemented several actions to address barriers and ensure access to a broad course of study for all students.  To address chronic absenteeism, The Journey School has introduced: Attendance Incentives: Weekly, monthly, and quarterly incentives such as raffles, activities/events, and award recognition to motivate regular attendance. Family Incentives: Monthly attendance incentives for families, including prize raffles, to encourage parental involvement in promoting attendance. Marketing Campaign: A school-wide campaign that highlights the importance of daily attendance by showcasing students in pictures and digital media to raise awareness and promote consistent attendance. Solutions Teams: The Attendance team consisting of office staff, teachers, support staff, and administrators focus on implementing strategies to improve attendance and support families in overcoming attendance barriers.  To address social-emotional challenges, The Journey School has implemented: A comprehensive SEL curriculum spanning TK-6th grade. A school social worker dedicated to supporting students' emotional needs. Restorative practices integrated throughout the school to build positive relationships and resolve conflicts. A partnership with McKinley Mental Health Services to provide additional counseling and therapeutic support.|Met||2025-06-27|2025
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 supports as needed for success. Our data shows that while our SwD are graduating with a regular diploma at a higher rate and the dropout rate is low, 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. LCAP actions in service of equitable post-secondary outcomes include a-g course access, the Bound for Blue program, and high school counseling.|The LEA has identified several barriers hinder students' access to necessary coursework, programs, and services. Outdated curriculum materials, particularly in middle school ELA, math, and social studies, along with a lack of leadership in adopting and maintaining Home Study resources, were noted as significant challenges. Students requiring modified instruction, especially those in special education, often face unmodified assignments, leaving the burden of adaptation on parents. A shortage of tutoring options—especially for those outside Temecula—limited transportation, and vaccine requirements further restrict access to support and in-person opportunities. Additionally, disparities in technology proficiency among students and families, difficulties navigating platforms like CANVAS, and an overdependence on digital communication methods like email and ParentSquare create obstacles for those less tech-savvy. Improved parent support, better communication strategies, and more inclusive, accessible curriculum options were suggested to help overcome these barriers.|The LEA will continue to provide programs/services that promote equity for all students. We are also committed to expanding our CCR opportunities, which will increase accessibility for all students to prepare for post-secondary experiences. Dual enrollment opportunities are a focus for achieving CCR status, and community college offerings are being expanded each year. A wider range of A-G offerings and CTE courses are offered through the school catalog and educational partners like Edgenuity. The LEA's staff also writes and updates new A-G courses annually, ensuring they are more current and culturally relevant.  To improve student access to coursework, the LEA will include LCAP actions that focus on curriculum, technology, family engagement, and school structure. There is a strong call among staff and parents for more variety and support in math instruction across all levels, along with increased availability of digital coursework and online classes to aid home learning. Suggestions included revamping the middle school Home Study program by developing Canvas courses for all subjects to better prepare students for high school and increase tech literacy. Teachers also need greater flexibility to request instructional materials that match students' learning levels. The LEA would also like to offer more opportunities for parents to understand program expectations and deepen their learning around the use of effective programs and tools, such as Canvas and Clever.|Met||2025-06-13|2025
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|7|Garvey/Allen STEAM Academy uses a range of locally selected measures and tools to ensure that all students have access to and are enrolled in a broad course of study aligned with grade-level standards, responsive to unduplicated student groups, and supportive of individuals with exceptional needs. The Charter School regularly reviews student enrollment and participation in English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Physical Education, and STEAM electives. Teachers, the school counselor, and administrators analyze benchmark assessments, formative data, and classroom performance to monitor academic progress. A teacher-developed Scope and Sequence ensures alignment with the State Standards. Student schedules, master rosters, and enrollment data are reviewed each semester to confirm equitable access for all students, including English Learners, students with disabilities, and socioeconomically disadvantaged students. English Learners receive both integrated and designated English Language Development, and Special Education staff work collaboratively to implement IEPs. The Charter School also offers Visual and Performing Arts and STEM Conservatories to ensure all students, including those from underrepresented groups, experience a comprehensive and enriching academic program. Records are maintained to track progress and ensure accountability.|Using locally selected measures and tools, the Charter School has confirmed that all students have access to and are enrolled in a broad course of study aligned with California content standards. Student schedules, course enrollment data, and master scheduling records are regularly reviewed to ensure equitable access to core academic subjects—including English Language Arts, Mathematics, Science, and Social Studies—as well as Visual and Performing Arts, Physical Education, and STEM electives. English Learners, students with disabilities, and socioeconomically disadvantaged students are equitably represented in these courses. Benchmark assessments, teacher-developed scope and sequence documents, and progress monitoring tools validate that instruction is standards-aligned and accessible to all learners. The Charter School’s Visual and Performing Arts and STEM Conservatories support inclusive enrichment opportunities, with enrollment data showing balanced participation across subgroups. There are no significant differences across grade spans or student groups in access to the full course of study, and students with exceptional needs receive services aligned with their IEPs. Over time, the Charter School has expanded elective offerings, strengthened instructional coherence, and improved access to enrichment. These improvements have enhanced the Charter School’s ability to deliver a comprehensive and rigorous academic experience for all students.|The Charter School uses locally selected measures to identify barriers that limit access to a broad course of study for all students. The most significant barrier is high chronic absenteeism among identified student groups, which reduces consistent engagement in the full instructional program. To address attendance challenges, the Charter School is actively working to improve student attendance by promoting a culture of positive, on-time attendance five days a week. Strategies include attendance incentives, recognition programs, and awards to encourage daily participation. The Charter School also enforces its Attendance Policy through parent outreach, conferences, attendance contracts, letters, and home visits. A tiered support system is used to identify and respond to students with chronic absenteeism based on average daily attendance data.  Another key barrier is the academic achievement gap for students performing significantly below grade level, which can restrict access to enrichment and elective opportunities due to the need for intervention support.  Additionally, the Charter School is working to strengthen its academic intervention systems and increase instructional rigor, ensuring all students are prepared to access and succeed in a broad, standards-aligned course of study. These ongoing efforts are critical to overcoming existing barriers and achieving equitable academic opportunities for every student.|In response to the results of locally selected measures, the Charter School has implemented strategic actions to ensure equitable access to a broad course of study for all students. To address academic achievement gaps, the Charter School provides targeted interventions in English Language Arts and Mathematics, with a focus on supporting key student subgroups. These interventions are delivered by teachers and support staff during and beyond the core instructional day. The Charter School has adopted a high-quality reading curriculum, upgraded supplemental online tools, and added an English Language Development Coordinator to provide both designated and integrated ELD aligned to students’ language proficiency levels. To promote a safe, supportive learning environment, the Charter School has strengthened its use of Positive Behavior Interventions and Supports (PBIS), Social Emotional Learning, and Restorative Practices, leading to improved attendance, reduced suspensions, and greater student engagement. The use of Ron Clark strategies reinforces a culture of enthusiasm, excellence, and high expectations. To strengthen leadership and instructional coherence, the Charter School has added a Dean of Culture, Dean of Achiever Support Services, and Dean of Curriculum and Instruction. These leaders collaborate to monitor progress, support instruction, and engage families, ensuring that all students access a rigorous, well-rounded academic program.|Met||2025-06-25|2025
33103300140780|Audeo Valley Charter|7|As of CBEDS 2024-2025 Audeo Valley Charter served 238 students in grades 6-12.  The student demographics include:   •	Percentage of Students with Disabilities: 21.8% •	Percentage of English Learners: 11.8% •	Percentage of Socioeconomically Disadvantaged: 76.9% •	Percentage of Homeless and Foster Youth (FY): 6.7%  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||2025-06-24|2025
33316250000000|California School for the Deaf-Riverside (State Special Schl)|7|||||Not Met|||2025
33669770000000|Alvord Unified|7|Alvord Unified School District (AUSD) 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, AUSD strives to enhance access to a comprehensive course of study, fostering academic success and readiness for all students.|Alvord Unified School District (AUSD) is committed to ensuring that all students have access to a broad course of study as defined by the California Education Code. At the elementary level, students receive instruction in English Language Arts, mathematics, science, social studies, physical education, and the visual and performing arts. In secondary grades, access expands to include world languages, Career Technical Education (CTE) pathways, and a range of electives that support college and career readiness and A-G completion. While significant steps have been taken to promote equitable access, disparities in A-G completion persist across sites and student groups. Although some comprehensive schools report strong rates, alternative settings face greater challenges, often tied to flexible credit recovery needs. Despite this, progress is evident. A-G course enrollment increased from 90.8% in 2023–24 to 92.3% in 2024–25 districtwide. Alternative education sites saw notable gains—one from 68.3% to 76.2%, and another from 46.7% to 72.4%. These increases reflect expanded participation in rigorous coursework that supports postsecondary preparation. Additionally, AVID participation is linked to higher college enrollment, especially for students matriculating directly after graduation. The impact is particularly strong for English learners. AUSD continues working to reduce disparities and strengthen academic achievement across all schools.|While Alvord Unified School District (AUSD) has taken meaningful steps to promote access to a broad course of study, disparities in participation and outcomes remain. Underserved student groups continue to be underrepresented in rigorous academic programs such as AP, IB, and A-G courses. Additionally, enrollment in career-oriented CTE pathways is limited, and college readiness assessment results reveal lower proficiency levels among certain student populations. Contributing factors may include socioeconomic challenges, language barriers, and insufficient support systems, all of which highlight the need for targeted interventions to dismantle systemic barriers. Furthermore, the availability and implementation of programs that support a broad course of study vary by school site, signaling a need for greater consistency across the district.|In response to identified disparities, Alvord Unified School District (AUSD) is implementing targeted interventions to expand access to a broad course of study. This includes leveraging equity multiplier funds to support staffing at alternative high schools, with a focus on increasing access to A-G coursework and providing instructional interventions. The district is also working to boost participation in rigorous programs such as AP, IB, AVID, and A-G courses among underserved student groups. In partnership with the Riverside County Office of Education (RCOE), AUSD is engaging in a data-driven process to review student transcripts and access patterns to better identify student populations that need targeted support to become A-G ready. Enhanced support systems, expanded outreach efforts, and culturally responsive practices are being prioritized to address systemic barriers and promote equitable access for all students.|Met||2025-06-26|2025
33669850000000|Banning Unified|7|anning 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.|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.  BUSD has continued to maintain enrollment in AP and CTE enrollment has grown. For the 2024-2025 school year, BUSD had 267 students (25.1%) in Advanced Placement classes and 191 junior and senior students (39.2%) enrolled in CTE classes. There are 86 middle school students enrolled in AVID and 178 high school students are enrolled in AVID.  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.|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||2025-06-30|2025
33669930000000|Beaumont Unified|7|The Beaumont Unified School District (District) ensures all students, including unduplicated and special education groups, have equitable access to a broad, California-aligned course of study. Principals and district leaders annually review master schedules and course offerings for grade-level alignment and to provide engaging, relevant coursework.  The District uses Aeries (SIS), SEIS, EduClimber, ELLevation, i-Ready (K–8), STAR Reading/Math (9–12), Panorama, and the California Dashboard for real-time monitoring of academic access and progress. These tools allow data disaggregation by student group. Custom Aeries reports and internal dashboards help identify enrollment gaps and guide scheduling adjustments or supports.  The District offers diverse programs, including Advanced Placement (AP), Dual Enrollment, state-recognized Career Technical Education (CTE), Visual and Performing Arts (VAPA), nationally recognized athletics, Dual Language Immersion (DLI), and world languages.  Through robust digital monitoring, intentional planning, and inclusive programming, the District continuously evaluates and enhances student access to a broad and well-rounded education.|Beaumont Unified School District (District) ensures all students, including unduplicated pupils and those with exceptional needs, have equitable access to a broad course of study, as defined by California Education Code. School leaders use Aeries (SIS) and internal dashboards to analyze enrollment by course, grade, and student group, actively monitoring for inequities.  Elementary students get core instruction in English Language Arts, math, science, social studies, physical education, and arts. Secondary students access diverse academic and elective courses, including Advanced Placement (AP), Dual Enrollment via Mt. San Jacinto College, and Career Technical Education (CTE) pathways in fields like Healthcare, Culinary Arts, Engineering, and Public Safety. Beaumont Middle College High also prepares students for CSU/UC transfer through the IGETC pathway.  High participation shows the District's commitment to rich education: nearly 40% of students in CTE, around 400 annually in dual enrollment, approximately 1,400 in athletics, and nearly 50% completing an A-G course sequence yearly. All District schools are AVID certified and offer numerous clubs, broadening student opportunities.  The District continually refines its course access analysis to address any disparities in elective offerings or scheduling. Collaboration between Instructional Technology (IT) and instructional teams enhances data tools, ensuring a well-rounded and equitable education for all BUSD students.|Beaumont Unified School District (District) strives to eliminate barriers to a broad and equitable course of study. While no systemic policies restrict access, logistical challenges like master schedule limitations, overlapping course times, and high demand for limited electives can arise. Students in intervention or support classes may also have reduced elective choices during the school day.  To address this, the District reviews course requests, schedule data, and facility capacity to maximize student opportunities. Growing enrollment allows for expanded course offerings. The District strategically uses Local Control Accountability Plan (LCAP) funds for new programs, technical courses, and increased staffing to meet student demand.  Fiscal constraints are the primary external barrier. However, the District effectively leverages resources to expand CTE pathways, dual enrollment options, and specialized programs like Middle College and Advancement Via Individual Determination (AVID). School counselors are crucial; increasing their capacity and providing professional development ensures all students, especially underserved groups, receive the guidance needed to utilize available opportunities.  The District remains focused on ensuring equitable access, continuously assessing and refining its systems to support every student in pursuing a comprehensive and well-rounded education.|The Beaumont Unified School District (District) continuously improves equitable course access for all students. Regular reviews of offerings, enrollment data, and instructional materials, plus student and parent input, guide expansion efforts.  Recent and planned improvements include expanding Career Technical Education (CTE) pathways (e.g., Educational Services) and Dual Enrollment options. More funds now cover student fees at San Jacinto Mountain College, removing financial barriers. A second Dual Language Immersion (DLI) elementary school recently launched. The District is also developing an Ethnic Studies sequence and expanding Seal of Civic Engagement offerings.  Middle schools are transitioning from i-Ready to Star Reading and Math assessments after a pilot and teacher vote.  To address scheduling barriers, especially for students with IEPs or those needing interventions, the District is adjusting master schedules for greater flexibility, ensuring access to both core supports and enrichment.  The District invests in professional development for counselors to guide all students, particularly underserved groups, through complex course pathways, leveraging technology for progress tracking and enrollment management.  Through ongoing collaboration across departments, school sites, and families, the District sustains its efforts to provide every student with a comprehensive and inclusive education.|Met||2025-06-10|2025
33669930127142|Highland Academy|7|Our Student Information System (SIS), PowerSchool, allows us to monitor enrollment and guarantee that every student has access to a comprehensive course of study. This tracking is organized by grade level, unique student population, and individual exceptional needs.|Highland Academy operates as a single-campus Local Education Agency (LEA). Our curriculum aligns with state and grade-level standards, offering a diverse selection of courses in core subjects, electives, and career pathways.|Our data indicates that specific student populations, including English Learners, students with disabilities, and socio-economically disadvantaged students, would benefit from extra support and remedial options in their core classes. We are actively seeking solutions to overcome common barriers like language and transportation, ensuring these families can participate regardless.|Student data reveals positive trends across key areas, including academics, discipline, and attendance. The upcoming school year will introduce exciting enhancements to further student success. We are expanding and refining our 7th-period intervention program to provide more targeted assistance to at-risk students. Additionally, a new school-wide socio-emotional curriculum will be implemented, equipping students with valuable tools to manage everyday stressors and fostering a more focused and positive learning environment for all.|Met||2025-06-26|2025
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: 1) English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI/Dashboard).  2) The percent of ELs who reclassify, the percent of students who score “Prepared” on the College Career Indicator (Dashboard). 3) The percentage 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. 4) The percentage 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.|During the 2024-25 school year, we continue to struggle to find and hire qualified Career and Technical Education (CTE) teachers. In an attempt to address these challenges, we will use an online course provider to offer three additional CTE pathways beginning in the 2025-26 school year.|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||2025-06-05|2025
33670330000000|Corona-Norco Unified|7|The Corona-Norco Unified School District (CNUSD) uses various locally selected measures to track student access to a broad course of study. These include local surveys aligned with CDE Priority 2 Self-Reflections, completed annually by site administrators to assess course access. Additionally, CNUSD gathers student-level survey data on their access to and support within high school programs. Parent perception surveys further assess access to courses and resources. The district monitors College and Career Indicator (CCI) measures for graduates, English Learner Progress Indicator (ELPI) measures for English Learners, and reclassification rates to track progress in English language development. Williams reports, from yearly audits, are used to evaluate access to core materials, while Facilities Inspection Tool (FIT) reports ensure that physical facilities are properly maintained for access. CNUSD is committed to hiring highly qualified teachers, as indicated in the state TAMO report, and offers extensive professional development, including Induction programs and training focused on multiple-tiered systems of support for all students. These combined measures ensure equitable access to a broad, high-quality course of study for every student.|Corona-Norco Unified School District (CNUSD) has made notable progress in providing access to a broad course of study, particularly through the expansion of multilingual programs and targeted support for specific student groups. The Spanish Dual Language Immersion (DLI) program and the Mandarin immersion program expanded to two elementary schools, reinforcing CNUSD’s commitment to biliteracy and cultural proficiency. English Learners (ELs) saw a 0.6% increase in the English Learner Proficiency Indicator (ELPI), with Long-Term English Learners (LTELs) showing a strong 3.7% gain. These efforts are supported by site bilingual paraeducators and teachers, who work alongside families to enhance language development and facilitate reclassification. However, challenges remain for Foster Youth, who experienced a decline in academic performance and an increase in chronic absenteeism, highlighting the need for more targeted support. Students with disabilities also showed declines in ELA and Math, prompting the district to launch new actions for the 2025-26 school year, including additional staff and enhanced co-teaching models. CNUSD continues to ensure all students have access to core materials, equitable technology, and high-quality instruction, with targeted interventions aimed at improving outcomes for students with disabilities and fostering greater equity across all student groups.|Despite significant progress, CNUSD faces several barriers to educational access for all students. One major challenge is the achievement gap for Foster Youth, who experienced a decline in academic performance and an increase in chronic absenteeism. These students often face additional social-emotional challenges, highlighting the need for more intensive, individualized support and better interagency collaboration. Similarly, students with disabilities showed declines in ELA and Math performance, suggesting that current instructional models may not fully align with the diverse needs of these students. The district is addressing this by adding staff and enhancing co-teaching models for more inclusive support, but the gap remains a barrier. Additionally, although CNUSD has made strides in bilingual education with its Dual Language Immersion programs, English Learners (ELs) and Long-Term English Learners (LTELs) still face challenges in achieving full proficiency. While there has been improvement, these students need continued targeted interventions to support their language development and academic progress. Lastly, while CNUSD works to provide equitable access to core materials and technology, ongoing disparities in how resources are allocated may impact the quality of instruction and student engagement in certain schools, especially those with higher populations of at-risk students. These barriers necessitate focused efforts to ensure all students have equal opportunities for|"To ensure all students have access to a broad course of study, CNUSD is revising its approach to address key barriers. For students with disabilities, the district is enhancing its instructional models by adding a Coordinator in Educational Services and three Teachers on Special Assignment (TSAs) to support co-teaching and ensure alignment between general education and special education. This will improve the quality of instruction for students with IEPs. The district is also focusing on individualized support for Foster Youth, increasing collaboration with community agencies to better address their needs. For English Learners (ELs), CNUSD is expanding its Spanish Dual Language Immersion (DLI) and Mandarin immersion programs, while continuing to provide targeted language development and professional learning for educators. The district is also strengthening its reclassification efforts through language practice opportunities and interim assessment bootcamps. Finally, CNUSD is ensuring equitable access to resources by maintaining and updating facilities to meet or exceed ""good"" status. These actions reflect CNUSD's ongoing commitment to providing inclusive, high-quality education and support for all students."|Met||2025-06-17|2025
33670410000000|Desert Center Unified|7|Eagle Mountain uses a variety of locally selected measures and tools to ensure all students, including unduplicated pupil groups and students with exceptional needs, have equitable access to, and are enrolled in, a broad course of study spanning grades TK–8. Given the school’s small size and multi-grade instructional setting, we are  positioned to provide personalized pathways while still covering the full scope of subject areas. Local tracking tools include: •	Course Review: Student enrollment across all multi-grade classrooms to ensure access to a full range of subject areas, including ELA, math, science, social studies, physical education, and enrichment offerings such as visual/performing arts. •	Student Group Monitoring: Enrollment numbers are disaggregated by key demographics—including English learners, socioeconomically disadvantaged students, and students with IEPs—to evaluate fair and inclusive access. •	IEP Monitoring: SpED students’ course participation is monitored to ensure alignment with IEP goals and access to general education settings as outlined. •	Equity Gap Reviews: Annual equity reviews assess whether any patterns or disparities exist in access to courses or content areas. •	Stakeholder Input: Includes both teacher feedback and student/family surveys  Eagle Mountain School ensures that all students—notwithstanding their grade level, background, or learning needs are provided with access to a comprehensive and standard-aligned educational experience.|"EMS utilizes their selected measures to support students as they move through .  Our goal is for the success of EMS as they transition students to high school. This is accomplished by: • Data: We gather data of 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 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. • 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. EMS has a small student enrollment.  We have advantages to ensure ""all"" students are properly monitored for support/intervention.  As we follow these steps, our  district can ensure that all students have equal opportunities to enroll in courses, regardless of backgrounds or specific educational needs.  This includes the student's enrollment at EMS  and their future enrollment into high school."|"EMS utilizes their selected measures to support students as they move through .  Our goal is for the success of EMS as they transition students to high school. This is accomplished by: • Data: We gather data of 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 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. • 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. EMS has a small student enrollment.  We have advantages to ensure ""all"" students are properly monitored for support/intervention.  As we follow these steps, our  district can ensure that all students have equal opportunities to enroll in courses, regardless of backgrounds or specific educational needs.  This includes the student's enrollment at EMS  and their future enrollment into high school."|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 to improve their practice has been at the forefront and continued in SY 2024-25.  It will continue in SY 2025-26 as well.  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.  The school will be focused on the work with the selection of materials for the new California Math Standards. Efforts to attain support staffing with aspects to arts and access to library services will support aspects of program offerings. These actions are outlined in the 2025-26 LCAP of the school.|Met||2025-06-25|2025
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:  DSUSD Data Warehouse Dashboards Academic plans/graduation requirement checks A-G audits IEP teams ensure the best placement to best meet the needs of our Students with Disabilities least restrictive environment Student Success Teams and 504 teams Language Appraisal Teams at each school review the needs and progress of our English learners Students in grades TK-12 are provided with a Chromebook to use at school and at home. All students have access to the internet at home.  Desert Sands provides connectivity options to provide access for all. Effective Multi-Tiered Systems of Support and Professional Learning Communities in all schools lead to best first instruction, timely intervention, and re-teaching within the classroom setting, limiting the need for tier two and three supports. A culture of college and career readiness is supported at all schools to support students to make educated decisions about their future. At the secondary level, students have access to CCGI, a college and career planning tool. In addition, all students in grades 6-11 have access to the PSAT, an early college readiness assessment.|Desert Sands schools offer open enrollment; with an approved application, students may request a transfer to any school within the district. This opens up opportunities for students that may show interest in specific programs that may be limited to one or more schools. Examples include: International Baccalaureate programs at Amelia Earhart Elementary, Benjamin Franklin Elementary, John Glenn Middle, and La Quinta 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. Advanced Placement Capstone Program at Palm Desert High and Shadow Hills High. AVID has been implemented at all secondary schools including both continuation schools, and fifteen elementary schools.  Severely Handicapped and Deaf and Hard of Hearing students are enrolled in Desert Sands schools that offer the programs and are placed in the least restrictive environment per the IEP teams. Desert Sands offers families the option to enroll in our Virtual Academy, a robust virtual experience through Horizon school.  Our English learners and students with disabilities are offered full access to standards-aligned curriculum through inclusion, with support as needed.  Our SDC students are enrolled in the least restrictive environment.|Master schedules at the secondary level are limited by differences in the number of 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 difference 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 continue to build their tier structures. Professional development is provided to support MTSS. Academic and behavioral support will ultimately lead to students being more engaged, connected, and in class.   The Connect One-to-the-World Initiative is twofold. First, every student has Chromebooks (grades 2-12) or tablets (grades TK-1 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. The StudySync curriculum will better prepare our students in grades 6-12 with access to standards-aligned curriculum. DSUSD has recently updated our Benchmark Advance elementary curriculum to the most recent versions. Desert Sands will continue to support a college and career culture and provide access for students in grades 11 to the SAT college readiness assessment. Students in grades 8 and 9 can participate in the PSAT 8/9 and students in grades 10 and 11 can participate in the PSAT NMSQT. Desert Sands will continue to support a reduced secondary counselor ratio at 400:1, allowing for more face time between students and counselors to support their needs. We will continue to support full-time counselors at each elementary school.|Met||2025-06-24|2025
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 2024-2025 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 students with IEPs are enrolled in the least restrictive environment.|There are no identified barriers and challenges in accessing a broad course of study at the school site.|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 2025|Met||2025-06-16|2025
33670586031991|Palm Desert Charter Middle|7|Palm Desert Charter Middle School (PDCMS) students each have a Humanities program, which is a block class that blends English Language Arts and Social Studies together. Students also take Mathematics and Science courses. A PE class and an Elective course round out each student's schedule. Our electives include the 6th Grade Wheel (AVID, Robotics, Drama, Choir), AVID, 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. EL students are enrolled in the designated ELD class in place of their elective.|Based on a review of available courses and programs at PDCMS, we offer an exceptionally broad course of study for students.|PDCMS is exploring the addition of a zero-period PE class before the official start of the school day, allowing EL students the space in their schedules to enroll in an elective course of their choice.|Met||2025-06-11|2025
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 20 In” model of service delivery for students with disabilities, designed to increase the overall percentage of exposure to general education setting.|Met||2025-06-17|2025
33670820120675|Western Center Academy|7|We have several measures that we use to evaluate our broad course of study: Our 2024-25 Graduation Rate: 100% Our 2024-25 a-g completion Rate: 100% Percentage of Seniors enrolled in an Advanced Placement and/or College course: 94%  College Board Equity and Excellence Score: 84.4% (Updated, 91% for 2025)|Broad course of study is an area that we are very strong in. As such, instead of focusing on basic broad course of study, which we feel we have mastered, we focus on students being successful in those courses and offering a broad offering of CTE, college-preparedness and college level coursework for students and work on ways to support their success in these courses. Our students complete hundreds of college courses and take hundreds of Advanced Placement tests with a very high pass rate compared to national averages. With a 100% graduation and a-g completion rate, the data show that we are being successful with all students. Each year, we have more and more CTE completers and we just began a new life-guard preparation course with the local parks department.|There have been no barriers to providing a broad course of study within our STEM focus, the graduation requirements of the state and the Hemet Unified School District and the University of California’s “a-g requirements” so we have chosen to focus on ensuring that students are successful in this broad course of study.|Our LCAP goals and actions reflect that we are working on increasing the CTE, college-level and college-preparatory coursework that we offer and increasing supports for students to be successful in these courses.|Met||2025-06-24|2025
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, placing them on a trajectory to graduate college and career-ready.  While some schools offer different pathways and specific programs within a course of 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 students' preparedness on the College and Career Indicators (CCI) is 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 (CCR) as measured by the College and Career Indicator (CCI) on the California School Dashboard.  Based on these results, the district has expanded its number of A-G courses, AP courses, CTE pathways, and Dual Enrollment offerings with Riverside City College and Norco College.  Access to courses through Extended Learning Opportunities (ELO) 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||2025-06-24|2025
33671160000000|Menifee Union|7|Menifee Union School District (MUSD) uses established systems to ensure all students are enrolled in and participating in required subject areas aligned with a comprehensive course of study. These systems include the Student Information System (SIS), Special Education Information System (SEIS), and Master Scheduling processes.  The Education Services Department works closely with site administrators to regularly review disaggregated student data from SBAC, MUSD Benchmark Assessments, and CAASPP Interim Assessments. This analysis helps identify student needs, monitor progress, and guide support strategies to ensure success and equitable access.  At the middle school level, SIS reports are used to verify that students in all demographic groups are properly enrolled in required courses.  MUSD also prioritizes students’ social-emotional development. Implementation of the district-wide SEL curriculum is monitored through an administrator dashboard, which tracks lesson delivery and usage to ensure students receive consistent, comprehensive support.|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: -13% of students with disabilities enrolled in advanced electives, an increase of 8.4% from 2023-24. -44% of unduplicated students have access to rigorous courses- Advanced Math, a decline of 7% from 2023-24. -62% of unduplicated students are enrolled in advanced electives, an increase of 6.8% from 2023-24.|Despite expanded professional learning and standards-aligned instruction, several barriers persist that limit equitable access to a broad course of study. A significant challenge is the growing number of Long-Term English Learners (LTELs) in middle school who continue to score at ELPAC Levels 1 or 2. To build the academic language and literacy skills required for reclassification, these students need to take an additional ELA/ELD course during the school day. This scheduling necessity reduces their opportunity to participate in enrichment electives such as STEM, visual and performing arts, and CTE exploratory programs. Newcomer students also require scaffolded instructional supports that are difficult to integrate without impacting elective access. While universal screeners and platform tools are in place, inconsistent data use across sites and variability in PLC implementation may hinder targeted instructional planning. Recognizing these barriers has prompted the district to take a more proactive approach, aligning resources, refining master schedules, and designing innovative solutions to ensure all students can access both academic support and enrichment opportunities that prepare them for lifelong success.|To address these challenges, Menifee Union School District is implementing multiple strategies to expand access to a broad course of study. A newly adopted Designated ELD curriculum will now be offered to middle school LTELs, incorporating supplemental materials that connect language development with career exploration. This includes presentations from local industry partners and field trips that promote college and career readiness while supporting English language proficiency. Job-embedded coaching for Designated ELD will be provided at all middle schools and 2025-26 Local Performance Indicator Self-Reflection for Menifee Union School District high-needs sites to improve instructional quality. Site and district leadership teams will continue to engage in PLC data chats using screener, diagnostic, and formative assessment data to guide instruction. Professional learning will deepen teacher clarity through modeled lessons and alignment of success criteria to essential standards. These actions are supported by MTSS-aligned systems (Goal 3) and aim to improve EL outcomes (Metrics 2.4–2.5), reclassification rates, and increase access to enrichment pathways (Metrics 2.12–2.14).|Met||2025-06-10|2025
33671160109843|Santa Rosa Academy|7|Santa Rosa Academy regularly reviews course offerings to ensure all students—including unduplicated student groups and students with exceptional needs—have equitable access to a broad course of study, aligned with CDE guidelines. For the 2025–26 school year, middle school students will continue receiving targeted support through math intervention classes. High school students maintain access to concurrent, dual, and articulated credit courses via our partnership with the local community college, enhancing college and career readiness. Elementary students benefit from enriched physical education programs supporting whole-child development. To strengthen instructional practices and curriculum access, Professional Learning Communities (PLCs) will be implemented at the elementary level to promote data-driven decision-making. Enrollment and participation are monitored across grade spans and student groups using multiple tools, including PARSEC for assessment results and Aeries for enrollment and academic data. These data sources enable ongoing analysis to identify access gaps and inform continuous improvement efforts, ensuring all students have equitable access to a comprehensive and rigorous course of study.|Using locally selected measures and tools such as PARSEC for assessment data and Aeries for enrollment tracking, Santa Rosa Academy monitors access to and enrollment in a broad course of study across all grade spans and student groups. Data indicate that the vast majority of students, including unduplicated groups and those with exceptional needs, are enrolled in courses meeting CSU-UC A-G and graduation requirements. While the school operates on a single campus, analysis reveals equitable course access across all students with no significant differences by student group or grade level. Middle school students consistently participate in targeted intervention courses to support academic growth, while high school students maintain robust enrollment in dual and concurrent enrollment programs through our local community college partnership. Over time, enrollment data reflect steady or improved access to core academic and elective courses, supported by interventions such as mandatory tutoring and Professional Learning Communities at the elementary level. Continued monitoring enables the LEA to identify any emerging gaps and address them proactively, ensuring all students benefit from a comprehensive and rigorous curriculum.|Santa Rosa Academy is a small school, and one of the primary barriers to providing access to a broad course of study is the limitation of our current facilities. The existing campus has restricted classroom space and lacks specialized facilities. This limits our ability to offer a wider range of elective courses and specialized programs that many students need to explore their interests and prepare for college and careers. Expanding on-site programs will require building additional classrooms and creating dedicated spaces tailored to new courses and services. We are actively considering plans for future facility expansion to increase our capacity and better meet the diverse needs of our students. Additionally, staffing constraints related to our enrollment size affect our ability to hire specialized teachers needed for certain advanced or elective courses. Scheduling flexibility is also impacted by limited staff and facility resources. Despite these challenges, Santa Rosa Academy continues to offer a comprehensive and diverse course of study that meets state graduation requirements and prepares students for postsecondary success within our current capacity.|In response to our local measures and tool results, the LEA remains committed to ensuring all students—including those from diverse and underserved groups—have equitable access to a broad course of study aligned with CSU-UC A-G and graduation requirements. Staffing and scheduling decisions are data-driven and reflect enrollment trends to optimize course availability. Our high school counselors actively guide students in course selection to fulfill A-G requirements and graduation eligibility. Independent study students have access to on-campus lab sciences to meet science credit standards, ensuring program inclusivity. Students with disabilities receive individualized transition planning through their IEPs, emphasizing tailored pathways to postsecondary success. Additionally, at-risk students, English Learners, and students with learning disabilities benefit from targeted in-school academic support. All students in grades 9–12 are enrolled in college preparatory coursework, with mandatory tutoring implemented for those not meeting academic progress benchmarks. These ongoing revisions and supports ensure that every student can access and succeed in a rigorous, broad course of study that prepares them for college and career readiness.|Met||2025-06-10|2025
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.  The district provides credit recovery opportunities during and beyond the school day along with Intersession.|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 two MS sites and two 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, credit recovery, 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; student will continue to earn apprenticeship certification; Increase in the number of students taking college courses (concurrent, dual, middle college).  Elementary AVID will continue to expand across the district.  Implementation of the Early College High School 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.  Expansion of AP course offerings.  Also, increase the awareness and promotion of the District’s continuation school.|Met||2025-06-24|2025
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 the 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||2025-06-12|2025
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 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||2025-06-12|2025
33671730000000|Palm Springs Unified|7|PSUSD uses multiple reporting structures to monitor access and enrollment patterns.  The district’s Student Information System is used for regular reporting, providing departments and schools updates of current enrollment, attendance, and course access. Customized reports are developed in response to new or refined inquiries. PSUSD continues to utilize additional data analysis tools outside of the SIS, including an internally developed data tool to track student progress towards meeting A-G requirements. PSUSD continued the ongoing 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 ensuring 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 continue to participate in multiple subject classrooms and attend class time with credentialed PE and Music teachers. The elementary STEAM program provides deeper 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 and LTELs) in advanced course offerings. Gap closure efforts in UC/CSU entrance requirements completion are showing improvement as indicated by 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.  Although improving, rates continue to report in the Very High status level for most groups on the CA School Dashboard. Absenteeism also negatively impacts student participation in district support offerings, including academic intervention, mental health services, expanded learning opportunities, and other MTSS programs. Educational partners continue to identify that student social-emotional stressors, mental health needs, and intervention needs are present across all school settings. District mental health services effectively provide students with needed support for managing 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 continues to be used to determine patterns in A-G completion and course access, removing barriers created within the master schedule. Although A-G rates are improving overall, students continue to need academic support and grade recovery options for core classes as well as support for completion of multi-year course requirements in A-G 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 support identified student needs. Improvement efforts in A-G completion rates have been successful and are supported through timely intervention to support students in completion of A-G coursework. Adjustments to counseling approaches, MTSS offerings, 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 accelerated intervention for completing high school graduation requirements. The elementary STEAM program has proven effective in providing additional access to technical content in these subjects. Districtwide attendance initiatives and school attendance plans are 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||2025-06-24|2025
33671736032411|Cielo Vista Charter|7|The LEA has increasingly effective measures for identifying schools in qualitative data. Reports from synergy and master schedules.   Priority 7 requires LEAs to annually measure progress and the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in Ed Code for grades 1 6 and 7 12. Student group data was analyzed for this indicator, including data for unduplicated students and student with exceptional needs. The SBE approved self reflection tool must be used to report outcomes in this area in narrative form responding to four prompts. Measures and tools for tracking. Summary of the extent to which students have access to, and are enrolled in, a broad course of study. Identifying barriers preventing access for all students. Revisions, decisions, or new actions that the LEA will or have implemented to ensure access and enrollment to a broad course of study.|Over the course of the past 2 years, CVC has consistently monitored and improved access to a broad course of study that meets the needs of students. We have adjusted master schedules, increased staffing and provided additional elective options. This past year we have increased school clubs as an opportunity to expand the offering of various activities that meet the physical, social and emotional needs of our students. We will continue to reflect and adjust our schedule to fit within the parameters that we must work with.  We also will be moving away from having our students fill out applications for course access in the future.  Our 7th grade students are given the opportunity to choose Spanish 1 (A G approved course) as an elective and all 8th grade students participate in either Spanish 1 or Spanish 2 depending on their prior experience. Our Spanish Speakers are able to take Spanish for Spanish Speakers which is also A-G and quickly gets them to their Seal of Biliteracy.|CVC continues to address student needs as part of providing a high quality education. Teacher and school wide incentives are put in place to increase engagement and attendance  Home visits, teacher, CVC admin and staff make personal phone calls home to connect with families and provide resources as well as remove barriers for our students and families. CVC works closely with The PSUSD Family Engagement Center. Social emotional learning and school culture surveys continue to be administered to understand how students and the community connect and interact with schools. An advisory period has been added to our middle school schedule in order to address the following needs: Social Emotional learning, increasing school connectedness as well as College and Career Readiness and exploration. English Learner (EL) students are provided with tiers of support to access course content and develop linguistic skills in English. Special Education student transition plans are developed to meet the post graduation goals of each individual student. Other actions to improve instructional access and outcomes can be viewed in the LCAP at www.cielovistacharter.com|For the 2025-26 school year, CVC wrote two course proposals, one for Hospitality & Tourism Business and Music Production & Sound Engineering focus on Priority 7: Offering a broad course of study.|Met||2025-06-24|2025
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 K-8 participate with Physical Education standards taught by a credentialed teacher using the SPARK curriculum or Push Play PE. 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 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||2025-06-24|2025
33671810138610|Scale Leadership Academy - East|7|At SCALE Leadership Academy East, we use a comprehensive set of locally selected tools to ensure all students—including those across grade spans, unduplicated groups, and students with exceptional needs—have access to a broad and rigorous course of study.  Our Student Information System (SIS) captures real-time enrollment and tracks student participation in core subjects, world languages, CTE pathways, and electives. It also identifies English learners, foster youth, low-income students, and students with IEPs. Each student has an Individualized Learning Plan (ILP) that is reviewed quarterly with families and aligned to graduation requirements and A–G criteria for high school students.  We track advanced coursework through transcript audits and real-time data from Norco College for dual enrollment, AP, and Honors courses. Additionally, progress in required and elective courses is monitored using Google Classroom and Acellus data.  Each semester, students complete surveys that provide feedback on course access, challenge, and relevance. These results are disaggregated to reveal gaps for specific student groups.  All data is reviewed quarterly by school leadership to identify inequities, adjust course offerings, and provide targeted support, ensuring each student has access to a personalized and equitable learning experience.|At SCALE Leadership Academy East, we encourage all students to enroll in and complete the A–G requirements for admission to the University of California and California State University systems. Preparing students for post-secondary success is central to our mission. We maintain an annually updated list of UC-approved courses across core subject areas, including English, math, science, social studies, world language, and the arts. These offerings provide a strong academic foundation aligned with college admission standards. While meeting minimum A–G requirements is important, we encourage students to go beyond them. Taking additional courses broadens their academic experience and increases access to more post-secondary options. We aim to empower students with a comprehensive education that prepares them for college, career, or both. Counselors guide students through academic planning and review A–G progress through annual conferences and assessments. School-wide efforts, including advisory sessions, presentations, and counselor support, reinforce the importance of A–G completion. We also recognize that some students may follow a different path. Our Career Technical Education courses offer alternative options that build valuable, real-world skills for students pursuing industry or workforce opportunities. SCALE Leadership Academy East is committed to equipping students with the tools, knowledge, and support needed to thrive beyond high school.|At SCALE Leadership Academy East, our locally selected tools confirm that every student, from TK through grade 12, has access to and enrolls in a broad course of study. Our Student Information System captures real-time enrollment by grade span and flags English learners, foster youth, low-income students, and students with IEPs. All TK through grade 5 students are enrolled in English, math, science, and social studies. Students in grades 6 through 8 take the same core subjects and may also choose world language, AVID (7th and 8th), and introductory CTE courses. In grades 9 through 12, students access a full range of electives, CTE pathways, and world language options. Each student completes an Individualized Learning Plan in our ILP platform. High school students build a four-year academic plan with counselors, aligned to CSU/UC A–G requirements and graduation standards. These plans are reviewed and updated quarterly. Our Norco College partnership provides real-time data on dual enrollment, Honors, and AP course progress and completion. Google Classroom and Acellus data show comparable completion rates across student groups. Semester surveys gather student feedback on course access and rigor, with disaggregated results used to identify any gaps. These tools inform our LCAP  and leadership reviews to ensure every student can follow a personalized, equitable academic path.|At SCALE Leadership Academy East, providing students with access to a broad course of study is a top priority. We recognize the importance of offering a diverse and comprehensive curriculum to meet the varying needs and interests of our students.  To ensure our course offerings remain current and relevant, we conduct annual reviews and revisions of our curriculum. This process allows us to align with updated educational standards, apply new instructional strategies, and respond to the changing needs of our student body.  We assess curriculum effectiveness through these reviews and implement improvements as needed. Feedback from students, families, and educational partners plays a key role in identifying areas for growth. This continuous improvement cycle ensures that students have access to high-quality, engaging courses that support college and career readiness.  We understand that student interests and goals evolve, and we are committed to staying responsive. Our proactive approach to curriculum development allows us to adapt to emerging trends, incorporate technology, and reflect students' aspirations.  Our goal is to deliver a well-rounded education that fosters knowledge, critical thinking, and skill development. By offering a broad course of study, we empower students to explore their passions and prepare for post-secondary success.  Through ongoing curriculum refinement, we ensure that all students experience a rich, relevant, and future-focused education.|Met||2025-06-21|2025
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 RCOE and 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||2025-06-12|2025
33671996105571|Innovative Horizons Charter|7|IHCS uses locally selected measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study, ensuring equity across grade spans, unduplicated student groups, and individuals with exceptional needs. These measures include analyzing course enrollment data disaggregated by grade level, demographics, and exceptional needs; reviewing the master schedule to confirm diverse offerings, balanced class sizes, and fair resource allocation; and monitoring student course requests and placements to ensure alignment with academic needs, interests, performance, prerequisites, and IEP requirements. Equity audits evaluate the distribution of resources, opportunities, and support services to identify and address disparities, while educational partner feedback surveys gather perspectives from students, parents, teachers, and administrators on access to a broad curriculum. Together, these measures provide IHCS with a comprehensive understanding of student access and enrollment, guiding targeted actions to remove barriers and guarantee that all students, regardless of background or need, can engage in a rigorous and well-rounded course of study that prepares them for college, career, and life beyond graduation.|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, identifying differences across school sites and student groups while tracking progress over time. Analysis of course catalogs and master schedules confirms that all PESD schools offer a diverse range of academic subjects, including core courses, electives, and advanced programs, while equitable resource allocation strategies have reduced disparities in access to specialized courses by directing funding, staffing, and resources according to student needs and demographics. Targeted interventions such as academic counseling, mentorship, and support services address barriers for historically underserved groups, including low-income students, English language learners, and students with disabilities. Enrollment data shows that the majority of students across all sites are engaged in a broad course of study, encompassing varied academic and elective opportunities. IHCS continues to monitor enrollment trends and provide targeted support where disparities remain, ensuring all students have equitable access to educational opportunities, and remains committed to eliminating gaps through focused interventions, fair resource distribution, and continuous evaluation of progress.|Our student climate survey data reveals that low self-efficacy—students’ lack of belief in their ability to succeed academically—is a significant concern and a barrier to ensuring equitable access to a broad course of study. Students with low self-efficacy often show reduced motivation and persistence when faced with academic challenges, making them more likely to disengage or give up when encountering setbacks, which in turn limits their willingness to explore or commit to a wide range of academic opportunities. This can create a self-fulfilling cycle where their doubts about their abilities directly influence their performance, effort, and course choices, further narrowing their educational experiences. IHCS is committed to addressing this challenge through targeted SEL interventions aimed at building confidence, fostering a growth mindset, and helping students identify and develop their academic strengths. This will be supported by the additional services of our well-being team, along with personalized academic counseling, mentoring programs, academic support services, and initiatives that promote a positive and supportive school climate. By empowering students to believe in their ability to succeed, IHCS will remove barriers that limit access and ensure all students can fully engage in and benefit from a diverse and rigorous course of study.|IHCS is refining existing plans to address areas of need identified through local data analysis and key learnings by continuing the addition of academic coaches for K-2 literacy and math, who will model best first instruction, collaborate with teachers, analyze student data, and demonstrate effective tiered interventions and small group instruction. LETRS (Language Essentials for Teachers of Reading and Spelling) training will also continue, providing professional development in the science of reading so teachers can accurately diagnose student reading levels and design individualized paths to achieve high levels of reading and spelling success. These actions respond directly to academic and survey data indicating that many students lack mastery of foundational skills and confidence in their ability to succeed as they advance through grade levels, making early intervention essential. IHCS is also implementing a major K-8 master schedule change to embed a daily, school-wide intervention block that delivers targeted tier two academic and behavioral support. While IHCS no longer qualifies for ATSI or DA in certain areas, challenges remain, particularly for Students with Disabilities in suspension, ELA, and math performance. Grade-level teams will continue to analyze CAASPP, IAB, CFA, and street data to target specific needs and adjust instruction to ensure progress in these priority areas.|Met||2025-06-05|2025
33672070000000|Perris Union High|7|The LEA uses the following measures to track the extent to which all students inclusive of unduplicated and exceptional needs students have access to, and are enrolled in a broad course of study:  -LEA Graduation Rate -LEA A-G Completion Rate -LEA Percentage of pupils who have completed both A-G and CTE  -LEA CTE Course Completers (who are part of the graduation cohort) -College and Career Indicator (CCI) -LEA AVID Participation:|Graduation Rate:  Districtwide: 94.2% Student Subgroups: African American: 95.3% Asian: 95.1% Filipino: 94.6% Hispanic: 94.1% Socioeconomically Disadvantaged (SED): 94% White: 93.8% Homeless: 93.8% Two or More Races: 94.6% Long-Term English Learners (LTEL): 90.5%  Students with Disabilities (SWD): 84.3% English Learners (EL): 86.5% Foster Youth: 78.9%  LEA A-G Completion Rate: Districtwide Overall (All Students): All Students: 41.4% Student Subgroups (selected): English Learners (EL): 30.7% Foster Youth (FOS): 27.7% Homeless (HOM):25.9% Socioeconomically Disadvantaged (SED): 41.3% Students with Disabilities (SWD): 28.3% African American (AA): 34.4% Asian (AS): 53.7% Filipino (FI): 62.1% Hispanic (HI): 41.6% Multiple Races (MR): 41.4% Pacific Islander (PI): 29.3% White (WH): 48.5% Long-Term English Learners (LTEL): 31.4%  LEA Percentage of pupils who have completed both A-G and CTE:  All Students: 7.6% English Learners: 2.7% Foster Youth: 2.6% Homeless: 6.6% SED: 7.2% SWD: 1.6% African American: 7.3% Hispanic: 7.2% White: 8.6%  College and Career Indicator (CCI)  Overall Prepared: 34.40% English Learners 10.30% Foster Youth 10.50% Homeless 20.90% SED 32.00% SWD 8.60% African American 37.0% Hispanic 30.2%  LEA AVID Participation: All Students inclusive of unduplicated and exceptional needs students including: EL, Foster, LI, SWD:  2075 total students English Learners 4.19% Foster Youth 2.07% Homeless 4.14% SED 18.60% SWD 3.52% African American 9.03% Hispanic 82.94% White 8.03%|PUHSD expanded access to credit recovery and acceleration through extended learning programs such as Scholar Saturdays, credit recovery (via Graduation Alliance and Edgenuity), and intervention sections during the school day. However, transportation limitations, inconsistent staffing, and uneven student participation at some school sites limited the scalability and effectiveness of these supports.  CTE program implementation continued with a focus on expanding access, resources, and instructional quality. Facilities and equipment upgrades, along with professional development for CTE instructors, supported ongoing growth in pathway offerings. However, one area of difficulty was accurate tracking of CTE pathway completion data, which affected reporting for the College and Career Indicator (CCI). While access to CTE courses increased, completion rates and industry alignment varied by pathway. The district recognized the need to strengthen pathway coherence and ensure that curriculum aligns with labor market needs and certification opportunities. Facilities upgrades were not completed at the originally planned scale due to budget constraints and procurement delays, leading to slower progress in some programs.  One key challenge with College and Career Readiness Counseling Supports was counselor turnover at several school sites, which impacted continuity and access to individualized guidance.To address this, PUHSD is enhancing counselor training with RCOE.|Action 2.1- Student Support and Interventions  PUHSD will Provide educational opportunities by offering additional avenues for remediation, acceleration, and enrichment to enhance college and career readiness. This involves implementing programs or activities designed to address academic gaps, accelerate learning for advanced students, and provide enrichment opportunities to further engage and challenge students. By continuing the extended the instructional day, schools can offer additional support, instruction, and enrichment activities that contribute to students' overall academic success and preparedness for post-secondary education and careers.  Action 2.2- CTE Pathways Provide opportunities for students to engage in and complete Career Technical Education (CTE) pathways. This includes expanding access to CTE courses, ensuring adequate resources and materials for CTE programs, providing professional development for CTE teachers and upgrading facilities to support CTE instruction. align CTE curriculum and practices also need to align with industry standards, ensuring that students receive relevant and up-to-date training that prepares them for success in their chosen career fields.  Action 2.3- College & Career Readiness  Allocate resources, training, and offer support to develop and sustain a comprehensive counseling program dedicated to fostering college and career readiness. This includes work-based learning opportunities, AVID participation and internships|Met||2025-06-18|2025
33672070101170|California Military Institute|7|The California Military Institute used the following measures:  LEA Graduation Rate LEA A-G Completion Rate LEA AP Scores LEA AVID Participation:   CMI tracks All Students inclusive of unduplicated and exceptional needs students including: EL, Foster, LI, SWD|LEA Graduation Rate-  2023-24 Ca Dashboard All Students: 99.1%,  English Learners: 100% Socioeconomically Disadvantaged (SED): 99% Homeless Youth: 100% Students with Disabilities (SWD): 100% Hispanic: 98.9% White: 100%  A-G Completion Rate All Students: 100%  English Learners: 100% Socioeconomically Disadvantaged (SED): 100% Homeless Youth: 100% Students with Disabilities (SWD): 100% Hispanic: 100% White: 100%  AP Exam Rate (2024) (Note: This represents the percentage of students whose AP performance contributed to CCI Prepared status) All Students: 16.7% English Learners (EL): 7.7% Homeless Youth: 5.1% Socioeconomically Disadvantaged (SED): 4.8%  African American (AA): 3.9% Hispanic (HI): 3.7% Long-Term English Learners (LTEL): 3.6%  LEA AVID Participation: 215 All Students inclusive of unduplicated and exceptional needs students including: EL, Foster, LI, SWD|Challenges & Effectiveness: While graduation rates remained strong at 99.1% (Blue), and A-G completion reached 100% for all student groups, the College and Career Indicator (CCI) dropped significantly to 45.2% (Orange), a 14.2% decline from the prior year. This signals a disconnect between high school graduation and true postsecondary preparedness. Interventions may have been effective in supporting on-time graduation but were less effective in equipping students with the full range of readiness competencies such as CTE completion, AP success, or workforce certifications. This indicates a need for expanded CCI-aligned interventions that go beyond credit attainment.  Despite the availability of postsecondary opportunities, AP performance remained low, with only 16.7% of students meeting CCI Prepared criteria through AP exams. Rates for high-need student groups were especially low. This suggests that while the infrastructure for dual and advanced coursework exists, additional supports—such as academic tutoring, test preparation, and culturally responsive instructional strategies—are needed to ensure students succeed in these rigorous environments. Reinvesting in AVID and increasing access to AP/college success supports will be crucial.|Based on analysis of the 2024 California School Dashboard and school-level CCI data, several changes have been made to Goal 2 actions and implementation for the 2025–26 school year:  Expanded Focus on CCI-Aligned Opportunities: While graduation and A-G completion rates remained strong, a significant decline in College and Career Indicator (CCI) Prepared rates (–14.2%) highlighted the need to increase access to and success in qualifying opportunities. As a result, CMI will expand supports for students to successfully complete AP, dual enrollment, and CTE pathways that contribute to CCI.  Increased AP and Dual Enrollment Supports: Due to low AP success rates—especially among EL, SED, and LTEL students—additional academic interventions, tutoring, and test prep resources will be introduced to increase readiness and performance. Staff will receive professional development focused on equity in AP instruction and course placement.  Refinement of AVID Implementation and Monitoring: AVID participation dropped from 261 to 215 students. For the coming year, AVID recruitment, monitoring, and coaching will be strengthened to ensure that underrepresented student groups are prioritized and supported. New Internal Metrics to Monitor College and Career Readiness: In addition to monitoring graduation and A-G data, CMI will track student progress toward CCI preparedness by subgroup, enrollment and success in college-level courses, CTE completer status, and AP pass rates.|Met||2025-06-18|2025
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 other RUSD customized computer applications can identify access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs.  In 2024-25, RUSD added a Guidance Alignment tool to complement Aeries with a College and Career Readiness metric focus at each comprehensive school site to assist in developing guidance interventions for the most “at promise” student groups.   Additionally, the College and Career Readiness Dashboard and regular transcript analysis are used to assist in the monitoring of student progress towards attaining A-G completion status for CSU/UC schools.  RUSD also 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.|For the 2024-25 school year, 100% of RUSD students had full access to a broad course of study 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 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 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 study within their school offerings.  For the 2024-25 school year, all comprehensive high schools and Riverside Virtual School continued to have 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 would allow them to secure a job dir|All students in RUSD have access to a broad course of study in grades TK-12.  Because RUSD operates more than 50 schools, the specific range and variety of options available does differ from site to site and within the local context of the learning community served at each school site.  At the secondary level, all students are given access to a broad course of study that allows them to obtain A-G eligibility upon high school graduation.  However, some options within the course of study will vary from site to site.  For example, students enrolled at one site will have access to a different set of CTE offerings, such as Game Design and Development, while students at another site have access to the Law and Public Services pathway.  If the student would like to participate in the Law and Public Service pathway, the student would need to transfer schools.  Similarly, access to credit-bearing dual enrollment college courses differs between sites, however, all students can enroll in courses that are transferable to a UC/CSU at any of the comprehensive high schools.  For example, the nursing pathway that guarantees admission to Riverside Community College School of Nursing to obtain a Registered Nursing (RN) degree is available at two secondary sites.  Students outside of these two schools interested in pursuing it, would need to apply for a transfer to participate.   Transportation to sites where students request a transfer can be a barrier to student participation in a specific cou|RUSD has increased the number of course options students have in selecting specific courses that enhance the broad course of study.  For 2024-25 several new courses in CTE and in VAPA were approved by the Board of Education that have expanded the course of study for students at the secondary level.  The RUSD Board of Education has approved increases in funding to and continues to support the expansion of CTE offerings at the sites, as well as explore opportunities for students to access programs at other schools for after school.   This will allow more students to explore career technical education in areas that they are interested in.  Another example is that RUSD has 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, college dual enrollment has expanded to include alternative education sites in course offerings.|Met||2025-06-26|2025
33672150126128|REACH Leadership STEAM Academy|7|The LEA uses the measures or tools listed as follows: (1) Annual and Board approved instructional minutes that are calculated to meet or exceed the minimum state qualifications, (2) board approved instructional materials, (3) monitored lesson plans which include a breakdown of lessons and standards covered, (4) pacing guides, (5) student access to 200 or more minutes of P.E. every 10 days, (6) access to the arts, (7) teacher professional development in project based learning, whole brain teaching, leadership, trauma informed & restorative practices, (8) ongoing classroom observations by an administrator and instructional coach, and (9) teacher feedback.|All students at REACH Leadership STEAM Academy, including unduplicated student groups, and individuals with exceptional needs, have access to, and are enrolled in, a broad course of study 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.|NA|NA|Met||2025-06-25|2025
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 provided 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 2024-25 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 2024-25, or families can choose the alternative school of choice. As of 2025-26, a new TK-8 school will be opening in the district. In the middle school grades, 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 Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added Transitional Kindergarten (TK) classes at each elementary school site in the district many years ago. Due to recent legislation and corresponding education code amendments, additional TK classes will be at each elementary school through the 2025-26 school year to increase enrollment to serve all 4-year-olds within the district.  Grades K-5: With the onset of the Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added elementary physical education teachers to teach students their 100 minutes of weekly physical education. An elementary music teacher and program were also added to provide music education for grades 3-5. Elementary visual arts teachers were added in 2024-25 to expand arts instruction for elementary students.  Grades 6-8: With the onset of the Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added a broad selection of STEM and VAPA electives many years ago. In recent years, and in response to educational partner feedback and student performance data, there was an expansion of AVID electives to include Grade 6 AVID. LOTE was expanded to include AP Spanish for grade 8 students and then Spanish 2 in 2024-25. In 2022-23, a new peer leadership elective was added to the comprehensive middle school, and choral music was added in 2023-24.|Met||2025-06-17|2025
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||2025-06-16|2025
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.|Students at SJVA have full access to all courses offered. The challenge is in offering most courses across multiple periods to increase the likelihood that students can fit them into their schedules.|Increase access to IB and AP courses as well as 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||2025-06-12|2025
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.   - EP 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.   - 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) and new partnerships with CSUSB.  - Our Dual Language Program is offered at all schools. 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.   - Our SDC students are enrolled in the least restrictive environment.|- La Familia High School – a continuation high school of approximately 270 students, and West Shores High School, geographically the farthest school in our district boundaries, in Imperial County, have fewer opportunities for CTE programs and a variety of electives.  - 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.   - Finding highly qualified teachers for programs and content areas such as special education, mathematics, science, and CTE is difficult.|Data analysis of all student groups including special populations from the 2023 and 2024 graduates indicated students who engage in college and career readiness programs have higher: college admissions, A-G rate attainments, pass AP tests at a higher rate, complete more college credit courses while in high school, and meet multiple college and career measures set by the state of California.  In addition:  - 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 now has 11 STEAM elementary Schools, 20 middle school CTE programs that feed to our high schools, and 25 high school programs, all aligned to College of the Desert, CSUSB and UCR.  - The district has Dual Language Programs at all schools across the district  - 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 in middle and high school.  - CVUSD will continue to promote Dual Enrollment to our high school students as we continue to expand our community partnerships and opportunities for students.   - Students have the option to participate in online learning to earn and recover credits.|Met||2025-06-26|2025
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. All students meeting pre-requisites are provided equal opportunity for enrollment to basic and advanced 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||2025-06-25|2025
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 57% of families knew of CTE pathways, 63% knew of AP requirements, and 64% knew of A-G requirements. Eighty-nine percent (89%) 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 88%. Students did report knowing the importance of attending school regularly at 90%.|LEUSD provides a wide variety of educational programs such as Expanded Learning Opportunities Program (ELOP), Gifted and Talented Education (GATE), Dual Immersion (K-5 at Railroad Canyon Elementary), AVID, Advanced Placement (AP), International Baccalaureate (IB), JROTC and Career Technical Education (CTE) pathways. LEUSD also partners with Mt. San Jacinto Community College to offer dual enrollment to the comprehensive high schools and alternative settings. All elementary schools teach ELA, Math, Science and Social Studies. PE is offered weekly in conjunction with the grade level PLC meetings. Math materials have been adopted for the 2025-2026 school year for grades TK-12. World Language materials have been adopted at the secondary level.|LEUSD recognizes that the A-G completion rates are influenced by academic planning and ensuring course availability to students. English Learners entering grades 9 and 10 will be enrolled in English 9 or English 10 in order to ensure access to A-G English courses as well as providing designated and integrated ELD in those settings. In addition, LEUSD has eliminated it's two-year Math pathway and instead is offering an Algebra Lab support for students in order to ensure access to A-G Math courses. LEUSD continues to provide credit recovery opportunities and has introduced first-time credit options for high school students in the summer learning sessions. Mental health supports for students has been applied TK-12 in LEUSD as well as academic interventions providing timely and targeted supports in developing skills, understanding content and closing learning gaps.|For 2024/25, staff members report a tremendous, continued need to support Tier I First Best Instruction. Instructional Coaches and Content Specialists were utilized to help support the implementation of McRel's evidence based instructional strategies. In addition, piloting an assessment platform, iReady, as well as a focus on early literacy through LETRS and 95%, LEUSD has focused on providing the best possible instruction for every student in every classroom every day. Utilizing a platform to support and monitor English Learners and Long-Term English Learners through ELLevation has ensured that English Learners are reclassified in a timely manner, provided with progress monitoring support in their academic coursework and ensure that continued growth of English language proficiency. To support the pathway to Algebra and ensuring A-G compliance, LEUSD has integrated Math language routines in Math instruction in grades TK-12 as well as integrated a foundation in the Math framework through the utilization of newly adopted Math instructional materials.|Met||2025-06-12|2025
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 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 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 continues to implement 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||2025-06-23|2025
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- 94% A-G Completion Rate- 71.5% Enrollment in AVID- 15.22% Enrollment in CTE-37.4% Enrollment in AP Courses- 46.5% TVUSD uses multiple locally selected measures to monitor 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 grade spans. These measures include graduation rates, A-G college entrance completion rates, and enrollment rates in programs that expand academic and career readiness opportunities, such as AVID, Career Technical Education (CTE), and Advanced Placement (AP) courses. These measures are regularly disaggregated by student group—including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities—to ensure equitable access and identify potential gaps in participation. For example, course enrollment reports are analyzed at the site and district levels to monitor whether students from underrepresented groups are equitably accessing rigorous coursework and receiving appropriate supports.|TVUSD ensures all students have access to a broad course of study across all sites, including core academics, enrichment, and college- and career-prep programs. Enrollment in AVID (15.22%), CTE (37.4%), and AP courses (46.5%) varies by student group and site due to student interest and prerequisites.  To promote equity, counselors receive ongoing training to encourage all students—especially English learners, socioeconomically disadvantaged, foster youth, and students with disabilities—to pursue rigorous pathways and prevent tracking. Data are regularly reviewed by subgroup to identify and address participation gaps.  Elementary students access music, arts, world languages, STEM, and enrichment; middle schools offer exploratory electives and introductory AVID/CTE courses; high schools provide expanded AP and CTE options aligned to student goals. Over time, TVUSD has expanded access to college- and career-readiness programs and continues to monitor data to ensure equitable opportunities for all students.|Based on the results of our locally selected measures and tools, TVUSD has not identified any significant barriers preventing access to a broad course of study for all students. The district maintains equitable access to core academic programs, enrichment opportunities, and college- and career-readiness pathways across all sites and student groups. Ongoing monitoring of enrollment data by subgroup ensures that students, including English learners, socioeconomically disadvantaged youth, foster youth, and students with disabilities, have the opportunity to participate fully. TVUSD remains committed to continuously reviewing and addressing any emerging issues to sustain and improve equitable access for all learners.|In response to the results, TVUSD has continued to offer 0 and 7th period classes, providing students with greater access to a wider range of courses and opportunities to complete online coursework. Additionally, AVID and Career Technical Education (CTE) programs have been expanded districtwide to increase access to college- and career-readiness pathways. These expansions, along with ongoing refinements informed by data and stakeholder input, are reflected in the LCAP to ensure all students have equitable access to a broad and rigorous course of study.|Met||2025-06-24|2025
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||2025-06-18|2025
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.|None noted, previous barriers were addressed and world languages and instrumental music are being added to the instructional program.|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. Middle school elective choices have expanded from approximately 7 classes to approximately 12 offerings.|Met||2025-06-09|2025
33752000000000|Murrieta Valley Unified|7|At the elementary level, all students in MVUSD have access to the core curriculum, unless otherwise specified in an IEP. The district follows a universal access model, which provides opportunities for intervention, reteaching, and acceleration to support individual student needs. Students also participate in Physical Education and Visual and Performing Arts (VAPA), with VAPA instruction delivered by subject matter specialists.  At the secondary level, students are enrolled in required or accelerated college preparatory coursework designed to promote college and career readiness, unless modified through an IEP. MVUSD offers a range of advanced academic opportunities, including Advanced Placement (AP), Dual Enrollment (DE), and International Baccalaureate (IB). The district uses clear placement protocols that automatically place students into advanced pathways based on local assessment data, helping to reduce barriers to access.  Secondary students also have access to a broad array of elective courses across Visual and Performing Arts, Career Technical Education (CTE), and other areas. Additional support is provided through targeted intervention courses, English Learner programs, and AVID.  To ensure access and guide continuous improvement, MVUSD annually collects participation data in AP, IB, DE, CTE, and AVID programs, disaggregated by student group and school. The district also monitors A-G and College/Career Indicator (CCI) completion rates by school and student group.|For the 2023–24 school year, Murrieta Valley Unified School District’s A–G completion rate was 60%. Among the district’s comprehensive high schools, A–G rates ranged from 59% to 66%. In contrast, the A–G rate at Murrieta Canyon Academy (MCA) was significantly lower at 15%.  By student group, A–G completion rates were in the 50% range for Low-Income, African American, and Hispanic students. English Learners had a lower rate at 35.1%, while Students with Disabilities had a rate of 19.9%.  On the 2024 California School Dashboard’s College/Career Indicator (CCI), the district's overall classification was “High,” with 58.8% of students identified as prepared. All student groups were classified as “Medium” or higher, with the exception of Homeless students, who were classified as “Low.”  Districtwide participation in AVID was 10.8%, with 69% of AVID students identified as low-income. The program reflects proportional representation across major student groups.  In 2023–24, 2,324 students participated in at least one Career Technical Education (CTE) course, and 13.4% of the senior class of 2024 completed a full CTE pathway.   Advanced Placement (AP) course participation in fall 2024 included 26.9% of all students. Among AP participants, 41.3% were socioeconomically disadvantaged, 37.3% identified as Hispanic, and 5.7% identified as African American. Participation rates were lower for English Learners (<1%), Foster Youth (<1%), and Students with Disabilities (1.7%).|Murrieta Valley Unified School District recognizes several barriers that impact access to a broad course of study for all students. One ongoing challenge is the variation in student goals for high school completion, particularly the distinction between students focused on meeting minimum graduation requirements and those pursuing college or career pathways. This impacts A-G completion rates and underscores the importance of ensuring that all students graduate prepared for postsecondary opportunities. As part of this effort, the district is expanding Career and Technical Education (CTE) offerings and will transition from three-course to two-course pathways beginning next year.  Another area of focus is ensuring that students have the academic interventions and supports needed to successfully engage in a broad course of study. This includes continued investment in support classes, tutoring, and targeted services for students who may be below grade level. The district also continues to monitor and support AVID as a key program for helping students access rigorous coursework and prepare for college and career success.  Despite these efforts, some student groups continue to face systemic barriers in accessing a full and meaningful course of study. The district remains committed to addressing the unique needs of these groups by improving access to advanced courses, providing individualized supports, and reducing structural barriers to participation.|Murrieta Valley Unified School District continues to strengthen systems that expand student access to a broad and rigorous course of study. Placement protocols based on local assessment data help ensure that middle and high school students are appropriately placed into challenging academic pathways that support their readiness for future opportunities.  The district is also refining secondary scheduling practices to increase the participation of students with disabilities in general education classes taught by subject area specialists, with the support of special education staff. This approach is designed to increase student access to college preparatory and advanced coursework.  To support informed course selection, MVUSD is raising awareness among families, students, and staff about the benefits of both rigorous academic options and career-focused learning. A newly enhanced, required ninth grade course introduces career exploration curriculum during students’ entry into high school, and counselors help students make course selections that align with their goals.  Beginning next year, CTE pathways will shift from three-course to two-course sequences to increase student access and completion. We will also pilot a middle school course that provides students an opportunity to explore CTE pathways before entering high school, helping them better understand future options. Clear communication about available programs and how to participate in them will also be a focus.|Met||2025-06-12|2025
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. Kindergarten 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|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 continue 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||2025-06-17|2025
34103480000000|Sacramento County Office of Education|7|Local measures used to assess whether students have access to a broad area of study include course and program enrollment information for Math, Reading/Language Arts, History/Social Science, Science, Fine Arts, Health/PE, Computers/Technology, and CTE related courses, course offerings for CTE and UC/CSU a-g, and staff and student LCAP surveys. Data are 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 LCAP survey results showed that when asked what other courses or subjects students wanted, the responses included wanting more offerings in arts, business and finance, advanced mathematics, extracurriculars courses, ROTC, 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. This year (2024-25) learning opportunities included family art events, student-led project exhibitions, and a CA History field trip. Our LEA is currently preparing to provide additional CTE-related opportunities through the newly acquired food truck and coffee cart (SCOE Enterprises) which should be operational in the 2025-26 year.|Because each of our schools and programs are specialized to meet the unique needs of our students, the barriers or limitations to a broad course of study are most often related to the structure of our programs.  Although access to a course may be possible for students, it may not always be feasible due to the type of program that students are enrolled in or the prioritization of enrolling students in courses essential for graduation. A continuing 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.  Our LEA has been reevaluating how we can deliver more course options and learning opportunities to students and continues to think creatively in this area.|SCOE has continued to align goals and priorities across funding streams, initiatives, and grants to ensure access to a broad course of study and support student outcomes (LCAP/SPSA, Community Schools, etc.). Actions taken this year to increase achievement, course access, and engagement included the continued support of culturally responsive practices, engagement of the Curriculum and Collaboration team, development of SCOE Enterprises, analysis of our welcome process and transcript notations, analysis of course alignment to CTE and college courses, developing dual enrollment agreements with local colleges, beginning implementation of the Achieve 3000 literacy program, and beginning implementation of a data analytics program to better track progress.  New actions and practices for 2025-26 include hiring school counselors (unable to hire in 2024-25 as planned), expanded training on the literacy program and data analytics program, implementation of Kelvin – a tool to assess SEL and student wellness, expansion of our community partners to support hands-on learning opportunities tied to courses, development of a student leadership course tied to participation in our community schools steering committee work.   To address other barriers to course access, we are working on increasing the rigor and engagement in courses so that students will choose to take more courses than the minimum. Counselors will work with students on visioning a brighter, more expansive future for themselves.|Met||2025-06-24|2025
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||2025-06-10|2025
34103480140160|American River Collegiate Academy|7|Rocklin Academy Family of Schools tracks progress toward meeting Priority 7 by annually reviewing course offerings, class rosters, and comprehensive schedules to evaluate the extent to which all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study across grade spans.  All RAFOS students are enrolled in a broad course of study that includes English language arts, mathematics, social science, science, physical education, and the visual and performing arts, with enrichment and elective offerings provided based on school configuration and grade level. Additional supports are in place to ensure equitable access for students receiving special education services and those who are English learners.  No barriers have been identified that would prevent students from accessing a broad course of study at any RAFOS site. The organization will continue to monitor course access and enrollment data to ensure that all students, including those in unduplicated groups, are provided equal opportunity to engage in a well-rounded educational experience.|All students at Rocklin Academy Family of Schools (RAFOS) continue to have access to, and are enrolled in, a broad course of study. Locally selected tools,  including reviews of course offerings, enrollment records, and comprehensive schedules, confirm that this access is consistent across all school sites and grade spans.  There are no identified differences in access or enrollment based on student group, including English learners, students with disabilities, foster youth, or students from socioeconomically disadvantaged backgrounds. Each site ensures that students participate in a well-rounded educational program that includes core academic subjects and enrichment experiences appropriate to the grade level.  This level of access has remained consistent over time and reflects a longstanding organizational commitment to equity in educational opportunity. RAFOS will continue to monitor course enrollment and adjust as needed to maintain full access for all students.|Rocklin Academy Family of Schools (RAFOS) has not identified any barriers that prevent students from accessing a broad course of study. All students, including unduplicated student groups and individuals with exceptional needs, are enrolled in and have equal access to a full range of academic and enrichment opportunities appropriate to their grade level. Ongoing review of course offerings and enrollment patterns ensures that this access remains consistent across all sites.|Rocklin Academy Family of Schools (RAFOS) will continue to support students with the actions and services outlined in the 2024–25 LCAP, which are designed to ensure equitable access to a broad course of study. Annual family engagement surveys and student surveys, including the California Healthy Kids Survey (CHKS), will be used to monitor progress and guide decisions in future LCAP development. In addition, course offerings, enrollment patterns, and student schedules will continue to be reviewed regularly to ensure access and identify any emerging gaps across student groups. The Local Indicator submission process for the California School Dashboard will also be completed during the 2024–25 submission window.|Met||2025-06-23|2025
34103480142091|Capital College & Career Academy|7|Course enrollment and four year plans are used to determine the extent to which all students have access to, and are enrolled in, a broad course of study. All students have access to the full programmatic offerings at CCCA.|All students have full access to these programs|The students who are not currently participating in dual enrollment is primarily because of a lack of desire and or an inability to at times complete the required paper work in a timely fashion to meet the deadlines of our dual enrollment partners. To address this, the school regularly meets with families and students, communicates deadlines in multiple formats, and works with students one on one to support with the registration process. As a school focused on college and career some students and families have decided to focus more heavily on the career portion of our program opposed to the aforementioned dual enrollment opportunities.|To provide even greater access to dual enrollment, we’d like to see an expansion of our CTE advanced education opportunities for students. For example, some students who may otherwise not want to do dual enrollment would be interested in an automotive program at the college campus.|Met||2025-06-02|2025
34672800000000|Arcohe Union Elementary|7|The Local Educational Agency (LEA) utilizes multiple measures to track student access to and enrollment in a broad course of study, ensuring equity across grade spans, unduplicated student groups, and students with exceptional needs. These measures include:  Surveys – Staff, student, and parent surveys (such as the California Healthy Kids Survey) collect data on student engagement, course access, and perceptions of academic opportunities.  State and Local Assessment Data – Standardized test scores, local benchmark assessments, and progress monitoring tools track student achievement and readiness for advanced coursework.  Student Progress Monitoring – Data on grades, attendance, and course completion rates help assess overall academic performance and early intervention needs.  Classroom Engagement Data – Observations and participation tracking provide insights into student involvement in various subjects and programs.  Higher-Level Course Access – Enrollment numbers in advanced courses, honors classes, and high school credit-bearing courses at the middle school level track student opportunities for academic advancement.  Student Achievement at the High School Level – Graduation rates, college and career readiness indicators, and performance in AP, IB, and dual enrollment programs reflect long-term academic success.  Teacher Observations – Educator evaluations and classroom assessments provide qualitative data on student engagement, learning barriers, and instructional effectiv|The school provides all students with access to a broad course of study through structured collaboration and data-driven decision-making. With only one school site and typically two classes per grade level, students receive a consistent educational experience. Teachers meet in professional learning communities twice a month to discuss student learning and progress toward standards, ensuring that curriculum delivery is aligned and equitable.  Additionally, the school actively reviews both local and state data to monitor student progress, identifying any gaps in access or enrollment. While all students have access to the same courses due to the single-site structure, differences in student outcomes may emerge based on these data reviews. By regularly assessing enrollment patterns and performance metrics, the school can make targeted adjustments to support all learners effectively. Over time, this structured approach helps ensure that every student continues to have access to a broad and comprehensive education.|The primary barriers preventing the LEA from providing full access to a broad course of study for all students stem from limitations in staff and resources, given that the school operates as a single-school district. With only one site and a small number of classes per grade level, the ability to offer a wide range of courses is restricted. While students receive exposure to as many subjects as possible, the school faces constraints in providing specialized programs or electives that larger districts might offer.  To address these limitations, the school's focus has been on building students’ foundational skills, ensuring they are well-prepared to access a broader course of study at the high school level and beyond. Professional learning communities and data-driven decision-making help maximize the impact of available resources, but the lack of additional staffing and funding remains a challenge in expanding course offerings.|To ensure all students have access to a broad course of study, the LEA has implemented and will continue to explore additional programs both during and after school, as well as during summer sessions. These efforts aim to supplement the core curriculum and provide students with broader learning opportunities despite staffing and resource limitations.  Additionally, each grade level is required to offer at least one field trip per school year, providing students with real-world experiences that enhance their exposure to diverse subjects. These field trips serve as an extension of classroom learning, helping to compensate for the limited course offerings within the single-school district. By continuously evaluating and expanding these opportunities, the LEA is working to ensure that all students receive a well-rounded educational experience.|Met||2025-06-16|2025
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. 2023-24 is the latest full year representing this measure and is described below. Grades covering the full 2024-25 year will be reported with all EGUSD’s LCAP Metrics in Fall 2025. 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 2023-24, 98% 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 2022-23), and 100% received PE. 2024-25 data will be available in Fall 2025.  In 2024-25, data show 53% of middle school students had taken an honors/accelerated or AVID course. By ethnicity, this ranged from 38% for American Indian students to 73% for Filipino students. For other student groups, the percentage was 20% for English Learner (EL) students, 25% for Long-Term EL students, 4% for Foster Youth, 27% for Homeless, 47% for socioeconomically disadvantaged (SED) students, and 13% for students with disabilities (SWD). By school, this ranged from 37% of students at Rutter Middle School to 69% at Toby Johnson Middle School.  At the high school level, 49% of students were enrolled in one or more Honors, AP, or IB courses in 2024-25. By ethnicity, the percentage of students ranged from 31% for African American students to 67% for Filipino students. For other student groups, the percentage was 13% for EL students, 14% for Long-Term EL students, 23% for Foster Youth, 19% for Homeless, 43% for SED students, and 8% for SWD. By comprehensive high school, this ranged from 34% of students at Florin High School to 59% at Cosumnes Oaks High School.|At the secondary level, a wide variety of honors, accelerated, AVID, AP / IB courses, and CTE/CPA pathways 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 and parent 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 and summer enrichment opportunities) could increase course enrollment. Another impediment to increased student enrollment in more rigorous courses may be the varied within 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. 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 and expected. The district’s director responsible for VAPA 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. 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||2025-06-24|2025
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 CA State Standards * Highly qualified, dynamic, CA State Credentialed and Montessori- trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State standards aligned instructional materials * Personalized technology based (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction * Full implementation of RTI model with academic intervention programs * CMP has adopted PBIS Practices * CMP has adopted Second Step to support SEL * Dean of Students to support implementation of RTI, PBIS, curriculum alignment/implementation and accreditations * PE and VAPA 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 limitations and hiring barriers 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||2025-06-16|2025
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.|SAVA Charter School ensures that all students, including those who are credit deficient or at risk of dropping out, have access to a broad course of study aligned with state content standards and college and career readiness goals. All students are enrolled in core academic subjects, including English, math, science, and social studies, and have access to a wide range of Career Technical Education (CTE) pathways, including Public Safety, Entrepreneurship, Culinary Arts, Patient Care, Early Childhood Education, Game Development, and Electric Vehicle Technology.  SAVA’s personalized learning model—through independent study and live classes—allows for flexible scheduling, which helps accommodate student needs while promoting engagement in both academic and elective courses. Dual enrollment opportunities are expanding, and efforts are underway to launch the BYF (Build Your Future) support course to increase participation in college courses.  While access is equitable across sites, enrollment patterns show that new and transfer students may take longer to access electives and CTE due to credit recovery needs. To address this, SAVA has increased academic counseling, implemented early pathway exploration for middle and 9th grade students, and prioritized targeted interventions to accelerate credit completion. These strategies have helped increase access over time and ensure all students—regardless of background—can participate in a broad, engaging, and meaningful course of study.|Despite SAVA Charter School’s commitment to offering all students a broad course of study, several barriers affect full access—especially for students who are credit deficient, enroll mid-year, or have inconsistent academic histories. These students often need to prioritize credit recovery in core subjects, which can limit their ability to take electives, CTE pathways, or dual enrollment courses—particularly for older transfer students with academic gaps.  Staffing and scheduling limitations in SAVA’s independent study model can also reduce access to live or pathway classes at smaller sites. Although all pathways are open to all students, some may require transportation between campuses, which can be a challenge for families.  English learners and students with disabilities may face additional barriers due to language and academic readiness, requiring more support to access advanced or specialized courses.  To address these issues, SAVA is expanding academic advising, starting earlier pathway exploration (grades 7–9), implementing the Build Your Future (BYF) class to support dual enrollment, and increasing transportation for CTE access. These efforts aim to remove barriers and ensure all students have equitable access to a full and meaningful course of study.|In response to identified barriers and local data, SAVA Charter School is taking targeted steps to ensure all students have equitable access to a broad course of study. A key action is expanding the Build Your Future (BYF) support course, which helps students build skills, explore college and career options, and prepare for dual enrollment and CTE pathways.  To improve early engagement, SAVA is strengthening pathway exploration in grades 7–9 through hands-on activities, guest speakers, and field trips. This is supported by enhanced academic counseling to guide students and families in graduation planning and course selection.  To address transportation barriers, SAVA is using grant funding to provide cross-campus transportation for CTE courses not available at a student’s home site. Community Schools funds are also being used to expand support services, helping students with greater academic or personal needs access the full course catalog.  These actions support SAVA’s goal of graduating 100% of students college and career ready by 2027 and ensuring every student has access to a rich and meaningful course of study.|Met||2025-06-17|2025
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, 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 2023-24 to 38.4%. The number of students enrolling in community college courses has also risen from 16 students to 29 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 25 in 2024-25. Diploma requirement completion rates are as follows: traditional diploma completers - 85.5%, Alternative diploma completers - 13.1%, and CA minimum completers - 1.3%.|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 has rolling enrollment throughout the year. This can make course scheduling difficult as students will often miss deadlines to enroll or start a class based on when they enroll at EGCS. Course scheduling is driven by the transcript evaluations and prior completion of prerequisites and enrollment dates may limit access to programs. For students who are working to recover credits, taking additional courses beyond graduation requirements is not enticing. The 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. Transportation to off-site Dual Enrollment or CTE programs 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 continues 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 implemented AP classes into the school’s ISP and workshop schedule. Areas of growth continue to be staff training on A-G requirements and campaigns to more effectively explain the benefits of A-G course completion and advanced courses.  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. Grade level college/career modules will be delivered through the school’s advocacy classes.  EGCS will increase NCAA, a-g, and elective course offerings through 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||2025-06-24|2025
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||2025-06-18|2025
34673300000000|Folsom-Cordova Unified|7|Measures to track access:  To track the extent to which all students have access to and are enrolled in a broad course of study, the Folsom Cordova Unified School District tracks the following metrics: Graduation Rate, Advanced Placement (AP) Participation Rate, International Baccalaureate (IB) Completions Rate, A-G Completion Rate, Career-Technical Education (CTE) 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.|Provide access for all students:  While 92.4 % of seniors graduate, those percentages are lower for Students with Disabilities (72.4%), Homeless Youth (67.3%), Socioeconomically Disadvantaged students (84.7%), and English learners (79.9%).   49.5% of students met UC/CSU Requirements, while Students with Disabilities (11.6%), 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 (11.2%), Socioeconomically Disadvantaged Students (22.1%), and English learners (14.6%) are doing the same.   15.9% of all students earned the State Seal of Biliteracy.  All three FCUSD comprehensive high schools and our 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 offer some A-G courses and are continually 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 to access:  Potential barriers preventing the FCUSD from providing access to students may include master schedule variance, teacher attrition, implementation of guaranteed and viable curriculum, school choice, and school capacity. Budget and facilities are also potential barriers in the future, but currently, the district has adequate facilities.  Taking into account the metrics, student grades, and discussions with counselors, teachers, and administrators, the most significant barrier that keeps students from accessing the full range of courses that are offered at their school is students failing and needing to retake classes. This has a compound effect on a student’s ability to access courses. First, it prevents students from moving on to higher-level courses in a subject area until they can pass the lower-level course. This requires that they retake the course, sometimes multiple times until they pass, which also reduces the number of periods available in the student’s schedule to participate in electives and CTE courses. Furthermore, English learners and students with disabilities are usually required to take additional support classes, like designated English Language Development or Curriculum Support, which already affect their ability to take as many electives and higher-level courses as their peers. When compounded with repeating coursework, when not passed the first time, it is difficult for students to access higher-level courses.|"FCUSD increased access to A-G, CTE, International Baccalaureate (IB), Advanced Placement (AP), Science Technology Engineering and Math (STEM), and VAPA by offering an increased number of courses in these areas using '""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)).  2024-2025 school year, the District focused efforts on developing more equitable grading practices and providing more support and interventions for students who need access to tier 2 support.  The District will also continue to offer Intervention support and programs to provide students with the ability to recover learning and make up courses during the school year.  A coordinated district-wide effort to strengthen Professional Learning Communities to ensure high levels of learning. These efforts support the alignment of best practices and ensure tier 2 support for students who need extra academic support 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||2025-06-18|2025
34673300106757|Folsom Cordova K-8 Community Charter|7|All FCCC students have access to, and are enrolled in a broad course of study. FCCC teachers assign each student curriculum and school work based on grade level and individual student needs as determined by local assessments such as RenStar and math and Reading diagnostics, and IEP goals. Curriculum assignment and progress towards course completion is tracked on each student's Educational Learning Form which is reviewed and updated by the teacher during the bi-weekly family meetings to ensure course completion.|100% of FCCC students have access to, and are enrolled in a broad course of study. Every student has an individualized educational learning plan that ensures academic progress toward completion of a broad course of study.  There are no differences across school sites.|All FCCC students have access to, and are enrolled in a broad course of study. The main barrier preventing access to a broad course of study for some students is the possible lack of capacity to teach certain curriculum by the homeschool parent. In that case, the teacher will provide additional supports and intervention for the student to access the course of study and make progress toward completion.|In order to ensure access to a broad course of study for all students, FCCC has implemented new math diagnostics this school year and will implement reading screeners next year. This action will improve assessment, placement, and identification for intervention or acceleration for new and returning students thus ensuring access to a broad course of study for all.|Met||2025-06-18|2025
34673300142208|New Pacific Charter - Rancho Cordova|7|New Pacific Rancho Cordova 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.|New Pacific Rancho Cordova operates as a single-site school, where all students in grades TK–6 are fully mainstreamed and integrated into multiple-subject classrooms. This inclusive instructional model promotes academic engagement, peer collaboration, and equitable access to high-quality teaching and learning experiences. All students at NPC-RC are enrolled in a comprehensive, broad course of study that aligns with California state standards and supports the development of the whole child. Students in transitional kindergarten through sixth grade have access to a well-rounded curriculum that includes the six core areas: English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, and Physical Education. These subject areas are embedded into daily instruction through an interdisciplinary approach that encourages critical thinking, creativity, and real-world application. In addition to core academics, NPC-RC is committed to ensuring that all students benefit from enrichment opportunities and differentiated instruction that reflect their individual needs, strengths, and interests. Through this approach, the school affirms its dedication to preparing students for future academic success and fostering a lifelong love of learning.|New Pacific Rancho Cordova is fully committed to providing equitable access to a broad and rigorous course of study for all students, regardless of background, ability, or educational need. The school has established systems and practices that intentionally remove barriers to participation, ensuring that every student has the opportunity to engage meaningfully in all areas of the curriculum. NPC-RC’s inclusive instructional model supports full access to core academic content as well as enrichment opportunities across the six subject areas identified in a broad course of study: English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, and Physical Education. All students are enrolled in these areas of study as part of the school’s standard instructional program, with no tracking or exclusionary practices that would limit access based on academic performance or other criteria. In addition, supports such as differentiated instruction, targeted intervention services, English learner supports, and accommodations for students with disabilities are embedded within the general education setting. This ensures that all students can participate and thrive within the full scope of the curriculum. Through proactive planning, continuous monitoring of student progress, and a commitment to inclusive education, New Pacific Rancho Cordova effectively eliminates barriers to learning and maintains a learning environment where all students can succeed.|Ongoing data analysis and teacher collaboration support continuous access and engagement in all subject areas. In addition, the school regularly reviews instructional materials and schedules to ensure alignment with state standards and that sufficient instructional time is dedicated to each content area. Through these intentional practices, New Pacific Rancho Cordova affirms its commitment to academic equity and excellence, ensuring that every student can fully participate in and benefit from a complete and well-rounded educational experience.|Met||2025-06-16|2025
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. Unduplicated student groups have access to a broad course of study. Students, not yet at grade level, have access to after school support.|For the 2024 - 2025 year, all of GJUESD students had full access to a broad course of studies. Elementary students had access to additional opportunities in the area of 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 introduction to agriculture, Spanish, art, AVID, choir, band and technology.|Continued collaboration at the middle school level is needed between administrators, counselors and ELD teacher leaders to ensure that all English learners have access to exploratory classes during the school day. The district is still grappling with the challenge of meeting the needs of LTELs while providing access to exploratories to English learners. Continued professional development is needed in this area.|Continued effort to increase access to CTE courses in middle school is needed. There is the need to create a middle school scheduling committee that can focus on creating additional flexibility in scheduling while finding ways to provide reading and math intervention. Among its objectives, the committee will explore the potential benefits of adopting a standardized master schedule.|Met||2025-06-18|2025
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, our Dashboard metrics demonstrates that our Students with Disabilities, English Learners, and Homeless Youth continue to experience barriers which prevent them from accessing A-G course opportunities the District provides. English Learners and Students with Disabilities are participating significantly less often than their peers in World Language, the Arts, Career Technical Education, higher level Mathematics, and Advanced Placement courses. Homeless youth are participating less frequently in World Language, Career Technical Education, and Advanced Placement courses. However, most of  these students groups did show gains in mathematics in 2024. 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 from other ethnicities. A-G completion rates are significantly lower among 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 High School; however, Liberty Ranch students are accessing Arts classes at a slightly higher rate than Galt High School.  A-G completion at Liberty Ranch is also slightly higher than at Galt High School.  Estrellita Continuation HS tripled its graduation rate in 2025.|English Learners, Students with Disabilities and Homeless Youth are ailing 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, and do not count towards A-G fulfillment.  Students at Galt High have more Career Technical Education courses to choose from compared to students at Liberty Ranch High School, and there are noticeable differences in World Language  achievement which is attributable to a very strong Spanish for native speakers program at Galt High.  This year Galt High school was able to fill a Theater Teacher vacancy in their Arts Department resulting in offering additional arts courses this year. Estrellita was able to use Equity Multiplier funding this year to extend its school day by one full period allowing more Project Based Learning courses and offering students more time to focus on finishing the courses they 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 core areas, especially math. (Including after school, summer school and online credit recovery)  A  Math 180 intervention course is now available for Students with Disabilities who need additional support in math.  Recently new textbooks and curriculum have been adopted in English, English Language Development, science, and social science classes which have improved supports for high needs students. Teachers are involved in an ongoing process of learning to use these new variable-learning focused resources including online textbooks and curriculum supports.  Additional professional learning was offered this year around providing effective instructional practices for Students with Disabilities, and in 2025-26 the focus for professional development will be on UDL, math, and English Learners. Case managers will continue to provide Special Education interventions to maximize the amount of time Students with Disabilities are participating in general education courses. Student focus group information reveals that students would like more variety in the World Language offerings at their respective schools (only Spanish is offered), and a committee will be convened in 2025-26 to create a strategic plan for enrolling more students in higher level math courses across the District. Ethnic Studies will be offered at GHS and LRHS in 2025-26.|Met||2025-06-12|2025
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 in their breadth of courses because their IEP requires Specialized Academic Instruction (SAI) minutes to be delivered in a daily 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 enroll in both of the above 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. RDUSD 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 is critical as is ensuring that our EL students are reclassified during their elementary education. This will decrease our Long Term English Learners (LTEL) statistic and increase the number of EL/RFEP students enrolled in a broad course of study. During the 2024-25 school year we were able to reclassify 19% of EL students. Going forward we will continue to support reclassification by focusing on strategic interventions for students on cusp of reclassification as well as for those who are still only on the path to approaching reclassification. 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 at the secondary level. RDUSD is systematizing our MTSS strategies for all students. These changes will help all RDUSD students to better access all the classes available.|Met||2025-06-24|2025
34674130114660|Delta Elementary Charter|7|River Charter Schools tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.|All River Charter Schools students are enrolled in a broad course of studies, including Art, Music, and Physical Education.|No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the River Charter Schools.|We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities, have equal opportunities to access a broad course of study and meet standards for Priority 7.|Met||2025-06-26|2025
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 2024-25 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 will enable us to add two Science, Technology, Engineering, Arts and Math (STEAM) teachers to support grades 4-6 and build our capacity to incorporate the arts into our daily instruction.|Met||2025-06-26|2025
34674210132019|Paseo Grande Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|The nature of our program is to serve students through a personalized learning model via an online platform. We make sure that there are no barriers for students accessing the curriculum. We provided access to the curriculum through independent study, small group instruction or online learning. Students receive exactly what they need in terms of interventions to address their learning gaps, and they are provided the specific courses they need to graduate. If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment for unduplicated students was in CTE and there were none in driver’s education and foreign language courses. This is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners and students with exceptional needs are enrolled in English courses with one-on-one support from the teacher or a tutor as the primary means of intervention. 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||2025-06-23|2025
34674210137950|Marconi Learning Academy|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and ELs had the lowest participation in foreign language, Driver’s Ed., and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed good participation in English Language Arts, but low in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-23|2025
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 and a World Language (Spanish). 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 support 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||2025-06-30|2025
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 (2024-25 Gr 9-12 Graduation On-Track Status Rate   2024-25 Gr 9-12 A-G On-Track Status Rate)                                                      All (61.0   59.0)            African American (51.4   41.5) American Indian (50.0   45.8) English Learners (45.8   35.6) Students with Disabilities (50.0   31.5) Foster Youth (33.3   23.8) Homeless Youth (36.8   33.2) Socioeconomically Disadvantaged (58.3   53.3)|Gaps in access to A-G and Graduation have significantly reduced over the last year, yielding an increase of 2.4 percentage points among graduates and 4.0 percentage point increase among A-G completers. A gap remains among native American students.|Significant progress has been made in ensuring all students have gained equitable access to a broad course of study. Investment in professional development among Assistant Principals/Counselors, upholding course placement policies, and regular data monitoring of the data have yielded positive results. Although we’ve seen significant progress, constant turnover among school site administrators and changes in state policies pose significant challenges.|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. In addition to the work of school counselors, there has been intentional work being done to engage 9th grade students specifically. This has resulted in an increase in the number of 9th grade students earning a “C” or better over the last two years. This work is one of the major contributing factors to the improvement in our data.    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. 9th grade teachers will continue to receive training on specific engagement strategies and will get additional collaborative time to discuss effective best practices. Teachers will now have access to CTE participant data and be better able to provide targeted support.|Met||2025-06-26|2025
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||2025-06-25|2025
34674390101295|Sol Aureus College Preparatory|7|Al l students have access to and are enrolled in broad course of study.  The tools used to determine this are the schools verified data assessments, daily schedules and each teacher’s daily schedule and lesson plans and curriculum pacing guides.  All students will be placed in class(es) with at teacher(s) who are prepared and trained to teach a broad course of student based on California State Standards.|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 maintain access to a broad course of study. S.A.C. Prep is a single school site with approximately about 400 students.  All students in a grade level follow the same schedule.  Every student in each grade level has access to the to qualified and trained teachers as well as a broad of course of study|Our small school is approximately 400 students. We are able to provlide all required courses and select electives when necessary.|We will continue to review our current practices and modify, change or add additional services as needed.|Met||2025-06-25|2025
34674390101881|Sacramento New Technology Early College 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 has vastly increase New Tech's ability to offer a broad course of study.|Met||2025-06-26|2025
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||2025-06-26|2025
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||2025-06-26|2025
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 2023-24 (the latest official, public data available), there were few differences between the 4-year adjusted cohort graduation rates for significant subgroups (all students = 86%, Black/African American = 84%, Hispanic/Latino = 88%, Socioeconomically Disadvantaged Students = 88%, Students with Disabilities = 83%) and 98% of graduates were A-G eligible (1 scholar graduated in 4-years under the state’s local exemptions policy). The 5-year cohort graduation rate is higher and there are few significant differences amongst the significant subgroups  (all students = 89%, Black/African American = 85%, Hispanic/Latino = 90%, Socioeconomically Disadvantaged Students = 88%)  Students with Disabilities continue to have a lower 5-year graduation rate than other groups(75%). 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.|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. 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.  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.|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 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||2025-06-25|2025
34674390102343|Aspire Capitol Heights Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
34674390106898|The Language Academy of Sacramento|7|LAS Priority 7 Summary: 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||2025-06-26|2025
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 CA State Standards * Highly qualified, dynamic, CA State Credentialed and Montessori- trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State standards aligned instructional materials * Personalized technology based (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction * Full implementation of RTI model with academic intervention programs * CMP has adopted PBIS Practices * CMP has adopted Second Step to support SEL * Dean of Students to support implementation of RTI, PBIS, curriculum alignment/implementation and accreditations * PE and VAPA 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 limitations and hiring barriers 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||2025-06-16|2025
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|7|YPSA uses teacher-created, standards-aligned assessments and collects data every six to eight weeks to drive instruction. Teachers prep and collaborate for up to three hours daily, with Monday sessions including the principal leading in data collaborative inquiry processing. The school monitors access to a broad course of study across TK–6th grade using tools such as ILPs, SST and IEP records, training participation logs, master schedules, and walkthroughs. Data is disaggregated by grade span at the site, and by student groups on the Dashboard (including English Learners, low-income, foster youth). Students with SSTs or IEPs are tracked by the SPED Director and Principal to ensure all receive appropriate academic, social-emotional, and enrichment supports. Climate survey results and student feedback also guide continuous improvement and help ensure that all students, especially those with additional needs, have equitable access to rigorous, rich, inclusive, and developmentally responsive learning experiences.|YPSA provides all TK–6 students with access to a broad course of study through a unified master schedule and nurturing authentic learning experiences through the implementation of the Body-Brain / Highly Effective Teaching (HET) model. Additionally, beyond core academics, all students participate in one hour of either Dance, Taekwondo, Hmong Language, or PE four days a week along with LIFESKILLS-based character education. The Expanded Learning Opportunities Program (ELOP) extends learning through STEAM, arts, Coding, and project-based activities. Individual Learning Plans (ILPs) and Student Study Teams (SSTs) guide personalized support, while students with IEPs receive modified participation based on specific goals. MobyMax takes place from 3pm to 5pm to provide students with digital based adaptive learning. Enrichment access has expanded over time—especially with encouraging English Learners and low-income students to enroll for ELOP—increased ELOP hours (Friday from 8am to 4pm). YPSA operates as a single school district site, ensuring consistent access for all students in grades 1–6 to Hmong Language, Dance, Taekwondo, and PE year-round|AB 1505 has significantly impacted YPSA’s Movement and Hmong Language programs by mandating that all instructors of core instruction hold valid credentials. In response, YPSA restructured staffing and instructional models to ensure compliance, resulting in non-credential staff shifting into support roles or co-teaching with credentialed educators. This transition has required targeted training and adjustments in classroom responsibilities. Despite these changes, YPSA remains committed to offering a broad course of study that includes culturally rich programs like Movement and Hmong Language. However, staffing shortages, space limitations, and staff burnout continue to challenge consistent delivery. Students with IEPs or behavioral challenges sometimes miss enrichment due to pull-out services or difficulties during transitions. Access may also be delayed for those requiring adaptive materials or specialized equipment. Additionally, unduplicated students face barriers such as irregular attendance, transportation issues—especially for afterschool programs—and unmet social-emotional needs, all of which can limit full participation.|"YPSA will continue to implement its current broad course of study for grades 1 through 6 in the 2025–2026 school year. To address barriers, the school has taken intentional steps to ensure equitable access for all students. One key area of focus stems from survey data showing that while students feel physically safe, many do not feel a joyful connection to school—often because of unkind peer interactions. In response, YPSA uses learning clusters and grade-level looping to foster consistent peer relationships and emotional safety. Staff professional development focuses on inclusive planning, trauma-informed practices, and reinforcing an environment aligned with the Highly Effective Teaching (HET) model—one that promotes an absence of threat and builds trust. Teachers are also being trained to support students’ emotional well-being and create more positive peer dynamics. These efforts reflect YPSA’s commitment to helping every student ""Rise and Thrive"" in a welcoming and inclusive school climate."|Met||2025-06-11|2025
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. 2 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||2025-06-23|2025
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.|In 2024–2025, NJB implemented a Site Instructional Coordinator (SIC) role to strengthen professional learning and align instructional practices through data-informed decision-making. The SIC played a key role in bringing staff together around a shared focus on curriculum, using standards-based instruction and collaborative planning time (CPT) to drive academic outcomes. This initiative successfully created a more cohesive instructional approach across grade levels.  Building on this success, the SIC's work laid the foundation for targeted staffing investments in 2025–2026, including the addition of two Reading Intervention Teachers and one Resource Science Teacher. These new roles will support robust intervention systems in ELA and deepen the integration of NGSS-aligned science instruction throughout the week. This strategic expansion not only advances NJB’s academic goals but also brings the school’s charter mission to life—ensuring that every student graduates 6th grade with strong reading, writing, and comprehension skills, and a solid foundation in science.|Met||2025-06-26|2025
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||2025-06-24|2025
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.|SAVA Charter School ensures that all students, including those who are credit deficient or at risk of dropping out, have access to a broad course of study aligned with state content standards and college and career readiness goals. All students are enrolled in core academic subjects, including English, math, science, and social studies, and have access to a wide range of Career Technical Education (CTE) pathways, including Public Safety, Entrepreneurship, Culinary Arts, Patient Care, Early Childhood Education, Game Development, and Electric Vehicle Technology.  SAVA’s personalized learning model—through independent study and live classes—allows for flexible scheduling, which helps accommodate student needs while promoting engagement in both academic and elective courses. Dual enrollment opportunities are expanding, and efforts are underway to launch the BYF (Build Your Future) support course to increase participation in college courses.  While access is equitable across sites, enrollment patterns show that new and transfer students may take longer to access electives and CTE due to credit recovery needs. To address this, SAVA has increased academic counseling, implemented early pathway exploration for middle and 9th grade students, and prioritized targeted interventions to accelerate credit completion. These strategies have helped increase access over time and ensure all students—regardless of background—can participate in a broad, engaging, and meaningful course of study.|Despite SAVA Charter School’s commitment to offering all students a broad course of study, several barriers affect full access—especially for students who are credit deficient, enroll mid-year, or have inconsistent academic histories. These students often need to prioritize credit recovery in core subjects, which can limit their ability to take electives, CTE pathways, or dual enrollment courses—particularly for older transfer students with academic gaps.  Staffing and scheduling limitations in SAVA’s independent study model can also reduce access to live or pathway classes at smaller sites. Although all pathways are open to all students, some may require transportation between campuses, which can be a challenge for families.  English learners and students with disabilities may face additional barriers due to language and academic readiness, requiring more support to access advanced or specialized courses.  To address these issues, SAVA is expanding academic advising, starting earlier pathway exploration (grades 7–9), implementing the Build Your Future (BYF) class to support dual enrollment, and increasing transportation for CTE access. These efforts aim to remove barriers and ensure all students have equitable access to a full and meaningful course of study.|In response to identified barriers and local data, SAVA Charter School is taking targeted steps to ensure all students have equitable access to a broad course of study. A key action is expanding the Build Your Future (BYF) support course, which helps students build skills, explore college and career options, and prepare for dual enrollment and CTE pathways.  To improve early engagement, SAVA is strengthening pathway exploration in grades 7–9 through hands-on activities, guest speakers, and field trips. This is supported by enhanced academic counseling to guide students and families in graduation planning and course selection . To address transportation barriers, SAVA is using grant funding to provide cross-campus transportation for CTE courses not available at a student’s home site. Community Schools funds are also being used to expand support services, helping students with greater academic or personal needs access the full course catalog.  These actions support SAVA’s goal of graduating 100% of students college and career ready by 2027 and ensuring every student has access to a rich and meaningful course of study.|Met||2025-06-17|2025
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 provide access to our students.|We will continue to monitor our students enrollments at the beginning year to ensure they are appropriately assigned.|Met||2025-06-26|2025
34674470000000|San Juan Unified|7|San Juan Unified monitors student access to and enrollment in a broad course of study across grades TK-12 to ensure a well-rounded education. For grades TK-8, the district tracks the percentage of students enrolled in English Language Arts (ELA), mathematics, science, social science, and physical education (PE). For grades 9-12, the focus is on the percentage of 12th-grade students who have met course requirements across a broader range of subjects—including ELA, mathematics, science, social science, PE, foreign language, and visual and performing arts (VAPA)—based on grades earned throughout high school.  Course enrollment by grade level: TK–5th: 93.9% students 6th–8th: 93.9% students  9th–12th: 87.0% students  Graduation requirements include four years of English Language Arts, two years of math and science, three and a half years of social science, half a year of health, one year of either visual and performing arts or career technical education, and two years of physical education. Enrollment and course completion data are gathered and tracked through report cards in the district’s student information system.|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: 93.9% (percentage of eligible students with a report card grade in all broad course of study subject areas) AA: 90.6% AI: 97.3% AS: 90.6% EL: 90.6% FI: 99.1% FY: 89.6% HIS: 93.8% HM: 91.0% LTEL: Unavailable in report PI: 91.5% SED: 92.6% SWD: 94.4% WH: 95.2% TOM: 94.3%  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: 93.9% (percentage of eligible students with a report card grade in all broad course of study subject areas) AA: 94.4% AI: 92.1% AS: 93.5% EL: 85.9% FI: 94.7% FY: 96.4% HIS: 93.9% HM: 88.4% LTEL: 90.9% PI: 96.8% SED: 92.6% SWD: 75.2% WH: 93.4% TOM: 96.0%  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: 87.0% (percentage of eligible students with a report card grade in all broad course of study subject areas) AA: 79.3% AI: 95.2% AS: 86.9% EL: 78.4% FI: 83.3% FY: 73.1% HIS: 86.9% HM: 74.5% LTEL: 80.5% PI: 93.4% SED: 84.5% SWD: 53.1% WH: 87.5% TOM: 90.2%|A key barrier to students receiving a full course of study is balancing access to core grade-level instruction with additional supports such as intervention, designated English Language Development (ELD), or special education services. Students who require these targeted programs may be pulled from core classes during certain parts of the day to meet their Individualized Education Program (IEP) goals or language development needs. This can disproportionately affect their exposure to the comprehensive core curriculum, potentially impacting their ability to complete all required coursework.|San Juan Unified is actively working to increase access and opportunity to a broad course of study for English learners, foster youth, and students with disabilities through several key actions. These include expanding professional learning for teachers on designated and integrated English language development, providing tutoring for foster youth to support early learning and high school credit recovery, and strengthening collaboration between general and special education teams to increase inclusive practices. The district is also refining the general education enrollment process to enhance access to core content for students with disabilities.   To further support students’ ability to stay in core classrooms and complete a broad course of study, credit recovery programs are available year-round across high schools. Since the phased return to elevated graduation requirements began in 2023, more students are enrolling in rigorous coursework. For the Class of 2025 and beyond, a waiver process allows eligible students to waive up to one year in math, world language, additional science, or electives while maintaining a full schedule. School counselors work individually with students to determine waiver eligibility.   The district gathers data to identify student intervention needs and improve support. A Graduation Requirements workgroup meets monthly to review data, gather input, and recommend equitable options that prepare all students for post-secondary success.|Met||2025-06-24|2025
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 CA State Standards * Highly qualified, dynamic, CA State Credentialed and Montessori- trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State standards aligned instructional materials * Personalized technology based (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction * Full implementation of RTI model with academic intervention programs * CMP has adopted PBIS Practices * CMP has adopted Second Step to support SEL * Dean of Students to support implementation of RTI, PBIS, curriculum alignment/implementation and accreditations * PE and VAPA 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 limitations and hiring barriers 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||2025-06-16|2025
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  •	Academic intervention programs  •	Renewal 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||2025-06-04|2025
34674470120469|Aspire Alexander Twilight College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
34674470121467|Aspire Alexander Twilight Secondary Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
34674470128124|Gateway International|7|All students at GIS participate in the International Baccalaureate (IB) Program, which supports college and career readiness by developing the skills needed to become competent, lifelong learners. Through both the IB framework, students are equipped with critical thinking, collaboration, and communication skills necessary for success. GIS ensures that all students have their basic educational needs met, including access to supervision, instructional materials, facilities, technology, and high-quality instruction to support their learning. The school continues to invest in professional development, with teachers receiving ongoing IB training each year to build their capacity and ensure they remain highly qualified and meet all state certification requirements. The IB program emphasizes a well-rounded education, requiring student access to world language instruction, the visual and performing arts, and technology. To support this, GIS offers Russian and Spanish language instruction as well as music and design courses for all students. Campus safety is a priority, with adequate supervision in place throughout the school day. To further support English learners, GIS is currently in the process of training all new teachers in GLAD strategies. Looking ahead, GIS will partner with the Sacramento County Office of Education (SCOE) to implement Building Thinking Classrooms in mathematics, providing additional support and professional learning opportunities for teachers.|At GIS, all student groups have equal access to the full academic program. Every student participates in all core offerings, with appropriate supports and accommodations provided based on individual needs to ensure equitable opportunities for success.|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.|In response to local assessment data and stakeholder input, GIS is committed to ensuring all students have equitable access to a broad and rigorous course of study. As part of this commitment, GIS will reintroduce the IB-required Design course for all middle school students beginning in the 2025–26 school year. This hands-on, inquiry-based class supports problem-solving, critical thinking, and creativity—key components of a well-rounded IB education. All students continue to participate in the full IB Program, which includes core academic subjects along with access to world language, visual and performing arts, and technology instruction. Supports are in place to ensure that students with diverse learning needs, including English learners, foster youth, and low-income students, can fully engage with all course offerings. GIS has also strengthened staffing and support systems by adding a full-time counselor to address students' social-emotional needs and expanding teacher training in GLAD strategies and IB practices.|Met||2025-06-17|2025
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||2025-06-04|2025
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). Additionally, ILit curriculum is available to all EL students to ensure language skill development. Edmentum, our online platform, guarantees courseware compliance with state standards. 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. While direct instruction courses may vary between  learning sites, the courses offered are chosen based on the overall needs of the students enrolled at that specific site. 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, DELAC/PAC meetings, 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 and have struggled with finding both Special Education Specialists and Paraprofessionals despite our high enrollment of students with disabilities. While the staff-to-student ratio is currently at adequate levels, recruiting additional teachers, SES’s. 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, while the charter has created a program to address the need for systematic intervention, there continues to be a struggle in getting students to participate in the 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. This will be a continued focus for the 25-26 school year.|To address the barriers expressed in surveys and discussions with education partners, the following actions in our 25-26 LCAP are: LCAP Goal 2 Action 1: Intervention Program (Allocating funds for Exact Path to target student learning gaps)  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 5: LREBG funds used to offer additional tutoring and intervention support. 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||2025-06-20|2025
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 43 A-G approved courses in our University Prep Early College Academy and 27 A-G approved courses in our Independent Study Academy (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 (2024-2024 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 2024-2025 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||2025-06-26|2025
34674473430758|San Juan Choices Charter|7|Choices Charter School utilizes internal enrollment data, along with counselor, teacher, and student feedback, to monitor and ensure student access to a broad course of study that aligns with graduation requirements, academic standards, and student strengths and interests. The school counselor tracks A-G course enrollment, progress toward completion of A-G and graduation requirements, and 12th-grade graduation readiness throughout the year. Student transcript analysis identifies common areas of difficulty; administration and teachers collaborate to remove obstacles to success.  Students with Disabilities are integrated into general education classes, supported by classroom teachers, a resource specialist, and the school counselor. When needed, they may transition to resource specialist-led classes for individualized pacing and support.  English Learners are enrolled in ELD courses and are integrated into general education classes, with progress monitored by the ELD coordinator, classroom teachers, an advisory teacher, and the counselor.  All school employees charged with supervision of broad and equitable access to courses are highly qualified for the positions that they hold, in alignment with California Charter and Independent Study law.|All students, including unduplicated pupils, are held to the same graduation requirements and have full access to all courses, including A-G, Honors, AP, and electives.  Choices has consistently expanded its course offerings, recently introducing a Career Technical Education Pathway in Business & Finance to broaden academic opportunities. Despite being a small independent study program, Choices offers an exceptional range of courses through innovation and commitment. These include multiple Art classes, Spanish and French, Keyboarding, Coding, Creative Writing, Driver Education, Criminal Justice, Forensic Science, Career Exploration, Culinary Arts, and more.  Many electives are A-G approved, and AP offerings have recently grown from two to five subject areas. Honors and AP courses are open to all students without barriers. Over the past three years, Choices has added an average of two new courses annually. In 2025–26, an Ethnic Studies course will launch ahead of the state mandate.|At Choices, all students are encouraged to challenge themselves academically, and there are currently no barriers to course access. In fact, courses not offered at Choices can be pursued through online providers or local community colleges via dual enrollment.  The flexibility of the independent study model ensures that services for Students with Disabilities and English Learners do not interfere with access to other instructional opportunities.|Choices Charter School maintains an open-course policy, allowing students to enroll in any course for which they meet the prerequisites. This approach will continue as new courses are added. Additionally, a new summer school program offering credit recovery courses enables students to concentrate on one subject at a time, a structure that may be especially beneficial for unduplicated pupils.|Met||2025-06-24|2025
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 participate in a comprehensive course of study. The curriculum used in core courses districtwide is outlined in the Multi-Tiered Systems of Support (MTSS) document. This document details the approved curricula for Tiers I, II, and III. Tier I curriculum is provided to all students as the foundation of instruction, while Tier II and Tier III curricula are designed as intervention supports for students who require additional academic assistance.|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 Department of Curriculum and Instruction will continue to collaborate with each school site to ensure that all students have access to and are enrolled in a comprehensive course of study.|Met||2025-06-18|2025
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, International Baccalaureate (IB) programs, Career Technical Education (CTE) Pathways, and Dual Enrollment opportunities. Annually, Educational Services 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. 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 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-G rate. In 2010 the district A-G rate was 36%, in 2024, the rate was 57%. These improvements and current A-G rates are significantly higher than the majority of other local districts and the State of California. However, gaps continue to exist between school sites and student groups. For the two comprehensive high schools, one had a 2024 A-G rate of 64.5% and the other had a rate of 52.4%. When examining rates by race/ethnicity, there is a notable gap between groups above 65% (Asian, Filipino, and White) and those under 40% (Black/African American and Pacific Islander). English Learners (44.9%) and Students with Disabilities (32.8%) are both significantly below the districtwide rate of 57%. 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 2023-24, the non-stability rate was 16.4%, significantly higher than the county rate (12.3%) and almost twice as high as the state rate of 8.8%. While there was a slight improvement from the prior year’s non-stability rate (17.7% in 23-24), the overall rate is higher than desired. Frequent movement of students in and out of schools disrupts consistent course planning/scheduling and disconnects students from academic and social-emotional supports. While non-stability is a systemic barrier affected by factors outside of the NUSD’s control, efforts have been made to address this barrier including revised policies for enrollment transfers/matriculation patterns with the intent to level enrollment and support more effective course planning to meet student needs. Another key barrier for the district has been the lack of consistent access to accelerated math (AM) programs across the district. Some schools with middle grades (7/8th) have had AM course options over the years and others have not due to size and staffing constraints. While all high schools do offer accelerated options for students in math, the difference in access at the middle grades has resulted in a context where not all students arrive in 9th grade with the same options. Efforts to address this include a redesign of the identification/placement process for AM and new program options at 7/8th.|Recent efforts to address the A-G eligibility gaps identified above include expansion of the district CTE program, expanded Dual Enrollment access, AP/IB programs, and partnership with the California College Guidance Initiative (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. 2023-24’s pathway completion rate was 21%, maintaining the recent growth over the 13% historical rate that had been constant in the past. 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 HS’s campus which supports the California Early College Academy (CECA). The district continues to expand rigorous course of study options at all grade levels, including AVID certification, and the Primary Years Program (PYP) and Middle Years Program (MYP) within the International Baccalaureate (IB) program at the K-8 levels. Advanced Placement (AP) opportunities continue to grow, including at Natomas HS, which offers the AP Capstone Program. Beginning in 2024-25, NUSD has launched a partnership with CSU Sacramento to articulate high school courses to CSUS courses, piloting opportunities for students to earn college credits while completing their HS coursework.|Met||2025-06-25|2025
34752830108860|Westlake Charter|7|As a K-12 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 K-8 students 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 UC-approved embedded Honors 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 to prepare for high school-level Spanish courses. The high school program 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), Quality Teaching for English Learners (QTEL), 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’ SEL development. WCS dedicates time each day to focus on social-emotional development.  In K-8th grades, Responsive Classroom is used in Morning Meetings (K-5th) and Advisory (6th-8th).  In 9th-12th grades, students participate in social-emotional learning and academic support lessons and activities in Advisory aligned to the graduate profile, using resources including the California College Guidance Initiative (CCGI). 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||2025-06-12|2025
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||2025-05-20|2025
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||2025-05-20|2025
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 86%.|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||2025-06-10|2025
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||2025-05-20|2025
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 with disabilities and every student is enrolled in college preparatory courses. NCS worked with Sacramento County Office of Education (SCOE) SELPA to develop a support structure for students qualifying for the Alternate Diploma pathway.  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, library literacy, music/performing arts, 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 2024-2025 have bolstered student literacy. The TOSA leads an intervention committee, coaches teachers, and trains teachers to bolster the success of ELs and struggling readers.   The special education department is in its sixth 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||2025-06-11|2025
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. Expansion to 38 pathways is planned beginning fall of 2025-26. Dual enrollment increased in 2024-25 and 4 Twin Rivers students to graduate with both an AA and High School diploma took place (increase from 2 in 2023-24). 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||2025-06-24|2025
34765050101766|Community Outreach Academy|7|COA uses it’s SIS (Aeries) to identify, monitor, and enroll students into a broad range of classes such as, but not limited to, all core curriculum and electives including art, music, engineering, journalism, leadership, creative writing, etc. This allows students access to required subject matter as well as interest-based electives.|All students have access to all required content-based courses. Electives are offered to all students based on interest/preference. COA offers selective electives to students with a greater need for support such as additional ELD courses, study skills class for IEP students, and Tiered Intervention-based reading/math classes based on student academic need. Students may opt out of the selective 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. Transitional Kindergarten offerings will expand to include new age allowances in 2025-26.|Met||2025-06-17|2025
34765050101832|Futures High|7|The LEA ensures that all students have access to a broad course of study through a systematic approach that uses multiple local measures to place students in courses that meet graduation and college and career readiness requirements. Futures continues to use the iReady diagnostic assessment to guide appropriate course placement. Additionally, ELD assessments, including ELPAC and curriculum-embedded tools, support placing students in rigorous and suitable coursework. Honors and AP courses are open to all students, with in-class support provided for those who need extra help.|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 can 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||2025-06-17|2025
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.|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.|In response to the barriers that have prevented Heritage Peak Charter School from maximizing broad course of study offerings to all students in the past, HPCS has met with and created MOUs with local community colleges and will be offering asynchronous courses to students with the support of one of our counselors and Dean.|Met||2025-06-16|2025
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||2025-06-24|2025
34765050108837|Community Collaborative Charter|7|To ensure all CCCS students have access to a broad course of study, our school implements a variety of strategies to provide full access for all. Students learn about available courses through our parent/student handbook, which includes an updated course catalog with descriptions. We rarely have prerequisites or limitations that prevent enrollment in desired courses. CCCS encourages students to choose courses based on their interests and future goals during the scheduling process. We maintain clear graduation requirements and offer academic advising to support informed course selections. Counselors and teachers help students explore subjects, understand graduation requirements, and align courses with academic and career goals. CCCS is expanding Career and Technical Education (CTE) offerings to provide more pathways and Dual Enrollment opportunities, enabling students to pursue specialized interests while meeting graduation requirements. Additionally, CCCS partners with community centers, non-profits, and local businesses to offer mentorship programs, internships, field trips, and other resources that connect classroom learning to real-world experiences.|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.|Community Collaborative Charter School (CCCS) continues to qualify for the Dashboard Alternative School Status (DASS) program by maintaining over 70% of students meeting at-risk criteria at initial enrollment. CCCS first qualified for DASS in 2017–2018, replacing its prior qualification under the Alternative Schools Accountability Model (ASAM) since 2008–2009. In 2022–2023, 765 of 981 students (78%) met at least one at-risk indicator, including: 280 credit deficient, 11 expelled/suspended, 3 wards of the court, 0 pregnant/parenting, 21 with a 45-day enrollment gap, 322 highly transient, 1 foster youth, 21 homeless, and 106 habitually truant or retained more than once.  CCCS’s continued DASS status, along with recent Dashboard and local assessment data, informs the goals in our Local Control and Accountability Plan (LCAP). Educational partner engagement meetings have highlighted the greatest need across TK–12 as the need for all students to show sustained or accelerated academic growth through multi-level interventions. Additionally, CCCS identified the need to expand student choice and relevance in the educational program beyond core academics to better support college and career readiness for all 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||2025-06-17|2025
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 students follow the same comprehensive course of study. Our TK-5 students engage in a rich, integrated IB curriculum aligned with state standards and supported by state-adopted materials. For grades 6-8, all students take the same core courses: ELA, science, math, social studies, Spanish, P.E., and art. While teachers are developing IB units for these grades, instruction remains grounded in 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||2025-06-17|2025
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.|SAVA Charter School ensures that all students, including those who are credit deficient or at risk of dropping out, have access to a broad course of study aligned with state content standards and college and career readiness goals. All students are enrolled in core academic subjects, including English, math, science, and social studies, and have access to a wide range of Career Technical Education (CTE) pathways, including Public Safety, Entrepreneurship, Culinary Arts, Patient Care, Early Childhood Education, Game Development, and Electric Vehicle Technology.  SAVA’s personalized learning model—through independent study and live classes—allows for flexible scheduling, which helps accommodate student needs while promoting engagement in both academic and elective courses. Dual enrollment opportunities are expanding, and efforts are underway to launch the BYF (Build Your Future) support course to increase participation in college courses.  While access is equitable across sites, enrollment patterns show that new and transfer students may take longer to access electives and CTE due to credit recovery needs. To address this, SAVA has increased academic counseling, implemented early pathway exploration for middle and 9th grade students, and prioritized targeted interventions to accelerate credit completion. These strategies have helped increase access over time and ensure all students—regardless of background—can participate in a broad, engaging, and meaningful course of study.|Despite SAVA Charter School’s commitment to offering all students a broad course of study, several barriers affect full access—especially for students who are credit deficient, enroll mid-year, or have inconsistent academic histories. These students often need to prioritize credit recovery in core subjects, which can limit their ability to take electives, CTE pathways, or dual enrollment courses—particularly for older transfer students with academic gaps.  Staffing and scheduling limitations in SAVA’s independent study model can also reduce access to live or pathway classes at smaller sites. Although all pathways are open to all students, some may require transportation between campuses, which can be a challenge for families.  English learners and students with disabilities may face additional barriers due to language and academic readiness, requiring more support to access advanced or specialized courses.  To address these issues, SAVA is expanding academic advising, starting earlier pathway exploration (grades 7–9), implementing the Build Your Future (BYF) class to support dual enrollment, and increasing transportation for CTE access. These efforts aim to remove barriers and ensure all students have equitable access to a full and meaningful course of study.|In response to identified barriers and local data, SAVA Charter School is taking targeted steps to ensure all students have equitable access to a broad course of study. A key action is expanding the Build Your Future (BYF) support course, which helps students build skills, explore college and career options, and prepare for dual enrollment and CTE pathways.  To improve early engagement, SAVA is strengthening pathway exploration in grades 7–9 through hands-on activities, guest speakers, and field trips. This is supported by enhanced academic counseling to guide students and families in graduation planning and course selection.  To address transportation barriers, SAVA is using grant funding to provide cross-campus transportation for CTE courses not available at a student’s home site. Community Schools funds are also being used to expand support services, helping students with greater academic or personal needs access the full course catalog.  These actions support SAVA’s goal of graduating 100% of students college and career ready by 2027 and ensuring every student has access to a rich and meaningful course of study.|Met||2025-06-17|2025
34765050130757|Highlands Community Charter|7|HCCS ensures that a broad course of study is available to all students through a curriculum design that prioritizes the specific needs of its population. HCCS students are nearly universally socio-economically disadvantaged, as a consequence the academic program offers the same course of study to all students, in all subgroups. Multiple overlapping curricular tools are chosen to ensure all students can meet the same academic standards. Edmentum, Burlington English, EL Civics assessments and internal summative assessments offer detailed engagement numbers allowing HCCS to ensure that all significant subgroups are engaging with the curriculum.|All academic subjects are available at all sites. Students are enrolled in a single course of study with differentiated English Language support available at all sites. Over time HCCS has added additional standardized curriculum available at all time to all students, such as Edmentum and Burlington English, as well as working to ensure access to Reading with Relevance curriculum to all school sites. The addition of the online assessment platform Edcite ensures that formative and summative assessments can be used to track student progress in a variety of courses across all sites.|While all students have access to and are enrolled in a broad course of study, students at HCCS have a very broad range of educational attainment and English language proficiency. Individual students may be highly advanced in some areas while remedial in others. The result is that students often face practical barriers in accessing the curriculum on offer. Carefully differentiated instruction and individualized instruction and assessment significantly beyond what is the standard in other K-12 is necessary to ensure access remains equitable as a practical matter.|HCCS engages in continuing efforts to ensure its broad course of study can be accessed by all students by evaluating and adopting instructional tools to meet the needs of its students and track their engagement and progress. HCCS has adopted Edcite to track progress at all sites, Schoolytics as a data visualization tool to facilitate deep analysis of the reach and effectiveness of its courses of study, and continues to evaluate its Reading with Relevance curriculum to offer culturally relevant materials to all students.|Met||2025-06-26|2025
34765050139584|California Innovative Career Academy|7|CICA ensures that a broad course of study is available to all students through a curriculum design that prioritizes the specific needs of its population. CICA students are nearly universally socio-economically disadvantaged, as a consequence the academic program offers the same course of study to all students, in all subgroups. Multiple overlapping curricular tools are chosen to ensure all students can meet the same academic standards. Edmentum, Burlington English, EL Civics assessments and internal summative assessments offer detailed engagement numbers allowing CICA to ensure that all significant subgroups are engaging with the curriculum.|All academic subjects are available at all sites. Students are enrolled in a single course of study with differentiated English Language support available at all sites. Over time CICA has added additional standardized curriculum available at all time to all students, such as Edmentum and Burlington English, as well as working to ensure access to Reading with Relevance curriculum to all school sites. The addition of the online assessment platform Edcite ensures that formative and summative assessments can be used to track student progress in a variety of courses across all sites.|While all students have access to and are enrolled in a broad course of study, students at CICA have a very broad range of educational attainment and English language proficiency. Individual students may be highly advanced in some areas while remedial in others. The result is that students often face practical barriers in accessing the curriculum on offer. Carefully differentiated instruction and individualized instruction and assessment significantly beyond what is the standard in other K-12 is necessary to ensure access remains equitable as a practical matter.|CICA engages in continuing efforts to ensure its broad course of study can be accessed by all students by evaluating and adopting instructional tools to meet the needs of its students and track their engagement and progress. CICA has adopted Edcite to track progress at all sites, Schoolytics as a data visualization tool to facilitate deep analysis of the reach and effectiveness of its courses of study, and continues to evaluate its Reading with Relevance curriculum to offer culturally relevant materials to all students.|Met||2025-06-26|2025
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||2025-06-24|2025
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||2025-06-24|2025
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, students 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||2025-06-26|2025
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||2025-06-18|2025
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 can 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 can 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. We are planning to adopt new curricula during  the 2025-2026 school year. Our ELA program at Cienega must be streamlined to include reading,  writing, phonics, and spelling as a way to ensure a broad ELA and ELD course of study in which all students can be successful.|Met||2025-06-10|2025
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||2025-06-24|2025
35674700127688|Hollister Prep|7|Navigator Schools uses a locally developed instructional rubric to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study aligned to state standards across grade spans. This rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and instructional time is appropriately distributed. Data is one of Navigator's five compass points, underscoring its importance to the organization and the staff. Student data is reviewed regularly at multiple levels. Teachers examine data daily to inform and adjust instruction. Coaches and teachers meet weekly in one-on-one sessions to review student progress, and grade-level teams meet monthly to analyze trends and plan next steps. Data is also disaggregated by subgroup to ensure equity in access and outcomes. It informs the formation of small instructional groups and supports placement in intervention academies. These practices help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|Navigator Schools uses a locally developed instructional rubric to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study aligned to state standards across grade spans. This rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and instructional time is appropriately distributed. Data is one of Navigator's five compass points, underscoring its importance to the organization and the staff. Student data is reviewed regularly at multiple levels. Teachers examine data daily to inform and adjust instruction. Coaches and teachers meet weekly in one-on-one sessions to review student progress, and grade-level teams meet monthly to analyze trends and plan next steps. Data is also disaggregated by subgroup to ensure equity in access and outcomes. It informs the formation of small instructional groups and supports placement in intervention academies. These practices help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|Navigator’s instructional model ensures that all students have access to a broad course of study, including core academic subjects and enrichment opportunities. Students engage in a balanced weekly schedule that includes English Language Arts, Math, Science, Social Studies, Physical Education, and a range of enrichment activities such as performing and visual arts. While the core program is delivered consistently across all sites, expanding access to extracurricular offerings—such as music, band, and other specialized electives—remains a challenge. One of the primary barriers is limited facility space, which constrains the ability to schedule and support additional programs beyond the core instructional day. This limitation impacts the range of enrichment opportunities that can be offered, particularly those requiring dedicated or flexible learning environments. Navigator continues to explore creative scheduling and long-term planning solutions to increase student access to a wider array of learning experiences.|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||2025-06-09|2025
35674880000000|Jefferson Elementary|7|1. Locally Selected Measures for Tracking Broad Course Access  McKinney-Vento Curriculum Material Inventory (6-Week Check) Conducted within the first six weeks of the school year to confirm all students have access to required curriculum resources across core subjects.  Master Schedule & Roster Review (Annual; Informal Mid-Year Checks) Reviewed formally at the beginning and end of the year—and informally throughout—to verify that each student is enrolled in a full range of required courses (ELA, Math, Science, History–Social Science, PE, Visual & Performing Arts).  Manual Roster Check (Ongoing Teacher Review) This involves a teacher-led review of student enrollment and program participation. With only four students—all unduplicated and with no IEPs—the Teacher/Principal manually confirms that each student is consistently receiving access to all core areas, and notes any changes or gaps during one-on-one conversations or informal check-ins.|2. Summary of Student Access & Enrollment in Broad Course of Study  Using our locally selected tools, Jefferson ensures that all students consistently access and participate in a wide range of core academic areas:  The McKinney-Vento Curriculum Material Inventory, completed during the first six weeks of school, confirmed that all four students had the necessary curriculum materials in English Language Arts, Math, Science, and History–Social Science.  Master schedule and roster reviews, formally conducted at the start and end of each school year—and informally monitored mid-year—show that all students are enrolled in a full course of study, including PE and Visual & Performing Arts.  Through ongoing manual roster checks, the Teacher/Principal continuously verifies student participation in all core curricular areas during one-on-one interactions, ensuring no student is inadvertently excluded.  Due to Jefferson’s small size (one student per grade) and uniform student demographics (all four students are unduplicated with no IEPs), there are no notable differences in access by grade level or student group. Enrollment has remained consistent and equitable across all four students throughout the year.|3. Identified Barriers to Providing Access to a Broad Course of Study  Through our McKinney-Vento inventory, schedule reviews, and manual checks, the following minimal barriers have been identified:  Resource Constraints from School Size With only one teacher/principal managing multiple grade levels, providing a wider variety of elective courses or specialized instruction beyond core subjects is challenging.  Limited Staff Capacity for Enrichment Activities While core curriculum areas are fully staffed, the limited number of teachers makes it difficult to program additional specialized offerings (e.g., advanced arts, foreign language) at scheduled times.  Scheduling Constraints Balancing instructional needs across grades restricts flexibility to expand or diversify course offerings without additional staffing or shared programming resources.  Despite these limitations, all students currently maintain access to the full core academic program. Jefferson remains proactive in reviewing these constraints and seeks to explore collaborative or part-time partnerships to address them in future cycles.|To address identified barriers, Jefferson has taken the following steps:  E-Cubed Grant from San Benito Link Received this grant to bring a visiting arts presenter to campus, enriching our Visual & Performing Arts program for all students.  Expanded Instructional Aide Hours Additional aide time supports the Meet the Masters art program and enables the Teacher/Principal to use piano and music skills directly in instruction and enrichment.  Flexible Scheduling for Enrichment Daily schedule adjustments now include dedicated enrichment blocks—for art, music, and movement—integrated alongside core academics.  Ongoing Review & Grant Planning We will evaluate these supports annually and continue seeking small grants to sustain and grow core and enrichment offerings, ensuring all students benefit from a broad course of study.|Not Met|||2025
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.|The District does not have any barriers to providing a broad course of study for all students.|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||2025-06-24|2025
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||2025-06-09|2025
35675380000000|San Benito High|7|San Benito High School District (SBHSD) uses a combination of locally selected tools and systems to monitor student access to a broad course of study. Course enrollment data is disaggregated by student group, including English Learners (EL), Socioeconomically Disadvantaged (SED) students, Foster Youth, and students with disabilities through the Aeries Student Information System. Academic Planning Records, maintained by counselors and the Student Services Team, help track student pathways in AVID, AP, CTE, and Visual and Performing Arts (VAPA) programs. Additionally, the district’s technology team conducts regular equity audits to identify participation trends, uncover disparities, and guide adjustments to support equitable access across all programs.|SBHSD offers a wide range of academic and elective opportunities, aligned with UC/CSU a–g requirements, and continues to expand access to rigorous pathways such as 21 AP courses, multiple CTE programs, and VAPA offerings. Participation in AVID, STEM, and arts programs has increased, particularly among first-generation college-bound students. However, disparities persist across student groups. While 100% of AVID seniors meet UC/CSU eligibility, only 40% of the general student population does. Students with disabilities and English Learners remain underrepresented in advanced coursework and elective programs. Although SBHSD is a single-school district, internal data reviews indicate that students with IEPs and EL students are more likely to be scheduled into support classes, limiting access to broader elective or AP course options. Progress is evident in efforts to reduce these gaps, but continued attention is needed to ensure all students have equitable access to high-quality, diverse coursework.|San Benito High School District (SBHSD) continues to evaluate and address the barriers that impact equitable access to a broad course of study. One of the most persistent challenges is resource limitations, which affect the district’s ability to offer a full range of elective and advanced courses,particularly in specialized areas such as the arts, STEM, or additional language offerings. These limitations can restrict student choice and make it more difficult to personalize academic pathways.  Scheduling conflicts also present a barrier, especially for students with IEPs or those enrolled in multiple support programs. These students often find themselves unable to access elective or AP courses due to overlapping class periods or the need to prioritize intervention services.  Finally, inconsistent support structures for English Learners and students with disabilities can affect their readiness and confidence to enroll and succeed in more rigorous or varied coursework. Without targeted interventions, scaffolds, and inclusive instructional practices, these students may be underserved in their ability to fully participate.|San Benito High School District (SBHSD) is implementing several strategic actions focused on removing obstacles and expanding opportunities for all students. One major shift includes the reallocation of resources to increase the number and variety of elective and advanced courses available within the master schedule. This ensures that students have more opportunities to explore areas of interest and engage in academically rigorous coursework.  Recognizing that scheduling conflicts often restrict access for students with IEPs or those enrolled in support programs, SBHSD is also adopting more flexible scheduling practices. These adjustments are designed to give students in specialized programs greater access to electives, AP courses, and other enrichment opportunities without compromising the support services they need. The district is also enhancing its outreach and counseling efforts to ensure families are fully informed about academic pathways and course options. This includes hosting multilingual family workshops, improving course selection materials, and providing individualized planning sessions to guide students and their families through the process.  In addition, SBHSD is strengthening academic supports for English Learners and students with disabilities to increase their readiness and confidence to enroll in general education and advanced coursework.|Met||2025-06-24|2025
35675530000000|Southside Elementary|7|The district is using tools such as the Aeries student management system and Aeries analytics to monitor student grades, enrollment, and a broad course of study. The district id using the IXL intervention program to monitor student progress and performance.|Southside school uses standards based state adopted instructional materials in core content areas and research based instructional methodologies to provide a high quality, rigorous academic experience for all students. Students in grades 1-8 experience a broad course of study with enrichments and academic support. Our fully inclusive program is designed to support all students, including those students identified as unduplicated. or receiving student services.This ongoing goal is to increase all student achievement and to establish a systematic way to respond with additional instructional support for students who do not demonstrate success or proficiency. (state priority 4, 7, and 8)|The barriers identified are chronic absenteeism, social emotional support structures, and increased performance in math.|The district is continuing to improve student absenteeism and has contracted for SEL support next year. Additionally, the district is a part of the county wide math initiative for the next three years dedicated to improving math instruction and improved student outcomes in math.|Met||2025-07-09|2025
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 and our bilingual aide circulates to make sure that students have additional support as needed.|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||2025-06-23|2025
35675790000000|Willow Grove Union Elementary|7|||||Not Met|||2025
35752590000000|Aromas - San Juan Unified|7|ASJUSD uses multiple tools to monitor and ensure all students have access to, and are enrolled in, a broad course of study across grade spans and student groups. Each year, site master schedules are reviewed and updated to verify that students in all grade levels have access to core subjects, electives, and credit recovery options. Enrollment reports are regularly generated to track participation in credit recovery, dual enrollment, and Career Technical Education (CTE) programs. DataQuest custom reports and internal Aeries reports help disaggregate data by student group, including unduplicated students and individuals with exceptional needs. Additional measures include course completion rates and feedback from student surveys, which inform adjustments to course offerings and access points.|Analysis of master schedules and enrollment reports shows that students across ASJUSD have access to a broad course of study that includes core academics, credit recovery, visual and performing arts, physical education, dual enrollment, and CTE. Courses are available to all student groups, including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Access and enrollment are guided by student interest, staffing capacity, and state standards. While course offerings vary slightly by site due to school size and student demand, overall access is equitable. Enrollment data, completion rates, and student feedback indicate consistent progress in expanding offerings and ensuring that all students are included in a broad and inclusive course of study.|While ASJUSD is committed to providing all students with access to a broad course of study, several barriers remain. Limited staffing and resources constrain the number and variety of electives available, particularly in smaller school sites. Scheduling challenges impact students with IEPs or English language support needs, sometimes restricting their ability to enroll in desired courses. In addition, there is a need for expanded professional development to support teachers in delivering diverse course content and meeting the needs of all learners. Addressing these barriers is necessary to ensure that every student, regardless of background or need, has equitable access to the full range of academic and elective opportunities.|In response to identified barriers, ASJUSD is expanding access through several key actions. New electives are being offered at San Juan School for middle school students to increase early access to a broad course of study. Dual enrollment opportunities have been expanded in partnership with local colleges, allowing high school students to earn college credit while still in school. Additionally, the district has introduced two new CTE pathways, providing students with hands-on, career-aligned learning experiences. ASJUSD is also exploring scheduling solutions and investing in professional development to ensure inclusive practices and better course alignment for all students, including those with exceptional needs and language supports.|Met||2025-06-18|2025
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.  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||2025-06-09|2025
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 2024-2025 school year, 100% of students at the Norton Science and Language Academy, TK-12, 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 Science, AVID, Robotics, eSports, Yearbook, Journalism, Creative Writing, Spanish, 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-12.|Regular analysis of course offerings, student surveys, class schedules, and school schedules continues to inform the administration of student enrollment in a broad course of study. New offerings for the 25-26 school year will include Cadet Corp., Cyber Security, as well as the already existing 8 Advanced Placement courses.  NSLA will also be expanding its AVID program into 10th grade to continue to foment our college/career-mindedness.|Met||2025-06-09|2025
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 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 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 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 continues to implement 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||2025-06-23|2025
36103630140012|Entrepreneur High Fontana|7|At our school, we offer a broad course of study for all grade levels and groups. The curriculum we offer adheres to the Common Core State Standards, Career Technical Education (CTE) Model Curriculum Standards, and 12 Essential Elements of a High-Quality CTE Program.   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 use NWEA to locally measure projected growth three times during the school year. With the NWEA data, we provide targeted interventions using students’ RIT scores to determine their IXL daily bell work for Math and ELA.|Our students follow a rigorous graduation plan which includes: UC “a-g” course of study, ePathways (Entrepenurialship and CTE pathway), and internship and/or externship opportunities. In addition, our students have access to dual enrollment college courses through our CCAP agreement with Chaffey College.   Students have the opportunity to create their own businesses through their business accelerator course and set up their pop up business. Students are encouraged to participate in extracurricular activities after school.|There are no identified barriers.|Our counseling team meets with our students and families to ensure they understand the GRAD Plan requirements and students are taking appropriate courses to meet graduation and college entrance UC ‘a-g” requirements.   We ensure our students are on track to graduate by conducting transcript audits throughout the school year to ensure the accuracy of earned credits.  During our monthly eLearning Days, students are held accountable for their academic achievements and progress. They review their progress reports and complete assignments/projects as deemed appropriate and necessary.|Met||2025-06-27|2025
36103630142547|Inland Empire Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.  High school students develop four-year graduation plans with counselors and are enrolled in required A-G, CTE, and college-level courses. Family feedback and data reviews guide course offerings. Springs is committed to equitable access to a rigorous, well-rounded education for all students.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–8th grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.  High school elective options and intervention supports increased this past year, strengthening access to a rigorous course of study. Barstow Community College courses are listed in the course catalog to support dual enrollment. Online access and study zones help all students participate in college-level coursework.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses. All students, regardless of location, have access to a full high school course catalog—including Physics, Pre-Calculus, and Probability and Statistics—through online and synchronous instruction.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops. At the high school level, diagnostic assessments (i-Ready, Delta Math, Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. New high-interest options like Algebra 2 in the World support engagement through real-life applications such as financial literacy. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2025-06-12|2025
36103633630761|Excelsior Charter|7|Excelsior Charter Schools uses multiple tools to monitor access and enrollment in a broad course of study. These include master schedule audits, student transcripts, Aeries course enrollment reports, Canvas course offerings, and participation data in Career Technical Education (CTE), Visual and Performing Arts (VAPA), and dual enrollment courses. Data is disaggregated by grade span, unduplicated student groups (English Learners, Foster Youth, and Low-Income), and Students with Disabilities to ensure equitable access across campuses. Site administrators and counselors review course access by subgroup during quarterly data meetings.|All students in grades 7–12 have access to a broad course of study including English, Math, Science, History-Social Science, Physical Education, Health, World Languages, VAPA, and CTE. Analysis of 2024–25 data shows consistent access across campuses, with no significant discrepancies by site. However, enrollment trends reveal that Students with Disabilities, English Learners, and Independent Study students are underrepresented in VAPA and CTE pathways. Dual enrollment and A-G completion rates are rising overall, yet disparities persist for certain subgroups. ECS has expanded course offerings in alignment with student interest and is tracking progress through updated dashboards.|Key barriers include staffing shortages in specialized areas such as VAPA and CTE, limited scheduling flexibility for Independent Study students, and awareness gaps among families and students about elective and college-prep opportunities. Additionally, English Learners and Students with Disabilities may face entry restrictions into some courses due to perceived requirements or perceived readiness. Transportation and access to community college sites also impact dual enrollment participation for some student groups.|n response, ECS has hired additional credentialed teachers to expand access to Independent Study and elective courses and increased counselor outreach to underrepresented students. ECS added new VAPA courses and increased on-site dual enrollment options. Staff are reviewing prerequisites to ensure equitable access and offering academic bootcamps to support readiness. Counselors now conduct transcript audits and course planning conferences with targeted subgroups. These actions are monitored via internal dashboards and adjusted quarterly to ensure ongoing access for all students.|Met||2025-06-24|2025
36103636111918|Desert Trails 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. Curriculum inventories provide information on the broad course of study offered to each grade level. Additional curriculum is added to support unduplicated student groups, such as ELD support curriculum in Reading.|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. DTPA 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 Desert Trails will use to support and improve scholar learning and to measure progress toward these goals include professional development, instructional assistants, and enrichment classes.|At DTPA, 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 lifelong learners.|DTPA 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. We have included an updated Social Studies and Science curriculum, which was utilized this past year and will be reviewed by teaching staff for possible adoption.|Met||2025-06-19|2025
36675870000000|Adelanto Elementary|7|The Adelanto Elementary School District (AESD) utilizes 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) AERIES, which monitors enrollment data and course completion across different demographics. The California Healthy Kids Survey (CHKS) provides insights into student needs, engagement, and school climate, which in turn influence course offerings and 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) utilizes various tools to ensure all students have access to, and are enrolled in, a broad course of study. The Student Information System (SIS) indicates that while core subjects are consistently available, elective and enrichment courses continue to vary, with some schools offering more varied options. The California Healthy Kids Survey (CHKS) indicates high engagement in core subjects but highlights limited elective access for middle school students. AESD has worked to incorporate a range of additional courses, including Cadet Corps, Robotics, STEM, and eSports. Course enrollment reports reveal an equitable distribution of core courses, but discrepancies exist in advanced and elective offerings. Special education tracking ensures students with exceptional needs are integrated into the broad course of study through Master Scheduling and their IEPs. Some programs are unique to certain schools. Parent and student surveys reflect overall satisfaction with core subjects. Academic performance data indicate a focus on increasing participation from economically disadvantaged students, African Americans, and English Learners in more diverse electives, particularly in middle schools. School Site Council and ELAC meetings will emphasize the need for access to equitable enrichment programs. Over time, our offerings have improved, and we continue to engage students through targeted initiatives that focus on the voice of our students.|The analysis of Adelanto Elementary School District (AESD) data reveals several barriers that may prevent 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. This includes courses such as Robotics and eSports in which specialized skills are required. 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 will 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 diversely enriched curriculum defined by the voices of our students.|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 continue to have access to a broad course of study. To address staffing challenges, AESD is increasing recruitment efforts and providing additional professional learning 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 such as social media, text, email, and phone calls. 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 actions reflect AESD’s commitment to equitable access and continuous improvement in educational opportunities for all students.|Met||2025-06-24|2025
36675870128462|Taylion High Desert Academy/Adelanto|7|Taylion will be adding a math focus to the 2024-25 MTSS program which has been supporting students in the development of  their reading skills. Additionally, since Taylion is open to all parents/caregivers for suggestions, they are always encouraged to bring any questions or concerns to staff and teachers for support, collaboration, ideas, and opinions. Due to the growth of Taylion family events, it has become clear that these planned events are the most effective in achieving parental involvement and engagement. Therefore, Taylion intends to continue expanding these events to enhance the school's communication, climate, and culture.|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 approved and  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 2025-26  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 A-G approved  and Career Tech Education (CTE) pathways from which to choose. Additionally, new clubs will be added  to the current robotics, art, Lego clubs for student enhancement opportunities.|As a DASS charter school with Independent Study and Homeschool programs, Taylion has found difficulty in offering performing arts classes and athletic opportunities due to the inherent limitations of the program.|With the implementation of Taylion’s new curricula during the 2025-26 school year, various professional development sessions will be provided to train teachers and tutors on the multiple features of the new courses.  Since the majority of this curricula is offered using an online platform, a focus on the program's new system will be a major component in the PDs with the goal being a smooth transition for both students, teachers, and tutors.|Met||2025-06-27|2025
36675950000000|Alta Loma Elementary|7|Ensuring equitable access to a broad course of study for all students—regardless of background, ability, or need—is a priority in the Alta Loma School District (ALSD). To monitor access and enrollment, the District reviews master schedules, class rosters, and student group data annually, with a focus on English learners, socioeconomically disadvantaged students, foster youth, homeless students, and students with disabilities.  In addition to enrollment data, ALSD analyzes local assessments (e.g., i-Ready) and gathers educational partner input through surveys, interest forms, and community forums. This information is used to guide decisions on master scheduling, resource allocation, program development, and updates to School Plans for Student Achievement (SPSAs). These data-driven practices also inform actions and services in the LCAP to close access gaps and increase opportunities.  All TK–6 students receive instruction aligned with state standards, including English Language Arts, mathematics, science, social studies, physical education, health, and the visual and performing arts. At the junior high level, students continue with core academics and choose from electives such as music, art, dance, theater, world language, computer science, leadership, and STEM The District ensures that underrepresented students are supported and included in all areas of the academic and enrichment experience.|Based on the 2024–25 needs analysis and review of local indicator data, Alta Loma School District (ALSD) identified differences across school sites and student groups in access to a broad course of study. While all students have consistent access to core academic subjects and physical education, access to enrichment opportunities—such as music and extracurricular activities—varies by site due to limited funding, staffing, and resources. Some students, particularly English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, face barriers such as schedule conflicts or misconceptions about which students should access certain courses.   To address these disparities, ALSD is working to ensure greater parity across sites by reviewing schedules, programs, and access data annually. The District also promotes inclusive practices and supports staff in making decisions that expand opportunities for all students. These efforts are reflected in updates to master schedules, School Plans for Student Achievement (SPSAs), and actions in the LCAP. Progress has been made, and targeted improvements will continue in 2025–26.|The Alta Loma School District’s review of local indicators revealed some barriers that are impacting equitable access to a broad course of study for all students. These include differences in staff beliefs and philosophies regarding student readiness and access, challenges in creating flexible master schedules that support all learners, limited funding to expand programs, staffing shortages, and teacher credentialing constraints. These factors can create inconsistencies across sites in both course offerings and student participation, particularly affecting English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless students.  To address these barriers, the District is prioritizing efforts to shift mindsets through professional development focused on equity and access, improve master schedule design, and seek additional funding to expand programs and hire appropriately credentialed staff. ALSD continues to engage students, families, and staff in identifying needs and designing inclusive solutions to ensure every student has meaningful access to core academics, enrichment, and extracurricular opportunities.|Based on 2024–25 data and educational partner feedback, Alta Loma School District (ALSD) has identified key actions to ensure all students have equitable access to a broad course of study in 2025–26. To strengthen early literacy, Science of Reading methodologies will continue in K–2 to ensure all students read proficiently by grade 2. In Grades 3-5, Science of Reading implementation will begin in August 2025 to strengthen morphology and comprehension skills. The K -8 Math Framework will continue to be used as a guide in developing more engaging and meaningful math instruction. To expand Arts Education opportunities, the District will continue to utilize Proposition 28 funds. At the junior high, to resolve scheduling barriers, zero period PE will continue to be offered to allow more flexibility for students to take enrichment courses. Computer Science, theater, are and music opportunities will continue at elementary schools and as part of 6, 7 and 8 electives in junior high.  To support inclusion, English learners will continue to be integrated into general education classrooms, and opportunities for students with disabilities in least restrictive environments will expand. Daily “What I Need” (WIN) time will offer personalized academic support and enrichment for all elementary students. The District will also broaden enrichment access through programs like Odyssey of the Mind, Spelling Bee, and Chess Tournament to reach more students across grade levels and student groups.|Met||2025-06-11|2025
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 8 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||2025-06-24|2025
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 have 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 three elementary schools in Bear Valley Unified collaborate and work together to ensure all students have access to district adopted core curriculum, supplemental materials to scaffold content, and enrichment opportunities. Professional development is provided to all TK-12 teachers to ensure effective research-based practices are implemented in classrooms. Currently the only differences across elementary school sites as it relates to student access to a broad course of study have to do with one site having a State Funded Pre-school and both sites having Beyond the Bell (a Parks and Recreation program) to provide before and after school supervision.|BVUSD is located in a rural area with 2166 students. Big Bear High School’s enrollment is 577, Chautauqua Continuation High School’s enrollment is 45, and Big Bear Middle School is 488. 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, a 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. There is also a dual enrollment program offered at BBHS, where students have the option to take college level classes during the day. All levels of students also have the option to attend Big Bear Virtual Academy where virtual teachers are provided through online instruction. To improve classroom instruction and student success, a structured teacher coaching model will be implemented at each site. Executive Directors, Principals, and teachers continue to research practices and resource options to further students' achievement.|Met||2025-06-18|2025
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||2025-06-12|2025
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. It engages in qualitative and quantitative reviews of course offerings, class schedules, school master schedules, staffing, and student performance data to determine the extent of students' access to a broad course of study. Throughout 2024-25 and now in 2025-26, 100% of CJUHSD students have had full access to a broad course of study as defined by California Education Code 51210(a)-(i). The District is fully compliant 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 its efforts to offer a broad course of study to all students: 95% of students indicated that schools encourage them to take challenging classes regardless of race, ethnicity, nationality, or cultural background. Among parents, 88% reported that schools encourage all students to participate in honors and AP courses, and 90% reported that these courses provide students with skills for career pursuits. Among staff, 89% report that the school prioritizes student achievement for all students, and 86% believe that the school prioritizes instructional materials that reflect the culture or ethnicity of its students. 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 24-25, 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 24-25, 57% 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 25-26, 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 2025 Advanced Placement exam administration, the District had over 4500 students take nearly 9500 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||2025-06-11|2025
36676780000000|Chino Valley Unified|7|Chino Valley Unified School District ensures all students have access to a broad course of study. Our Board of Education maintains course offerings and academic programs for every grade level which are published in our Board policies and updated in our student information system.  These are shared through our website, student and parent handbooks, and course catalogs outlining the range of programs and supports—especially those designed to meet the needs of unduplicated student populations such as English learners, foster youth, and low-income students.  At the elementary level, we review schedules ensuring instruction in all subject areas. Administrators visit classrooms ensuring instruction follows the schedule and meets expectations.  At the Junior High level, students use the California College Guidance Initiative (CCGI) to create personalized Six-Year Plans, which map their junior high courses and classes they plan to take in high school.  In high school, students meet with counselors throughout the year updating their Four-Year Plans. Transcripts are reviewed twice a year ensuring students remain on track to graduate, ready for college and career.  Site and district staff monitor student enrollment, course access, and participation in special programs.   We track outcomes through the College and Career Indicator (CCI), including graduation rates, UC/CSU readiness, completion of Career Technical Education (CTE) pathways, and Advanced Placement (AP) exam pass rates.|In the Chino Valley Unified School District, every elementary school provides a comprehensive course of study. Beginning in first grade, all students in grades 1 through 4 have access to music instruction at their school. Some students also participate in band and choir during the school day, depending on their interest.   We are proud to offer the AVID program at four of our elementary schools, and it is fully implemented at all of our traditional junior high and high schools. AVID supports students with college and career readiness skills, helping them stay on a path to future success.  All of our high schools (grades 9–12) offer students full access to a broad course of study. To ensure all students are supported, each school has developed clear action steps and timelines to identify which students are on track and which students may need additional support. Every year, our departments of Special Education, Access and Equity, Assessment, and Elementary and Secondary Curriculum and Instruction partner with school leaders to review data and create SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound). These goals guide targeted steps to ensure every student, including our unduplicated student populations, has access to and support in completing a full and challenging course of study.|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. Students who enroll in the District late in high school and lack significant educational credits or learning experiences may face challenges in meeting 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.|CVUSD ensures every student has access to a broad course of study that prepares them for college and career. We have established practices in our secondary schools that help students make informed decisions about their educational pathways.  We hold “Roadshows” at every high school where district leaders meet with site teams to review College and Career Indicator (CCI) data, programs, and course offerings.   We encourage enrollment in full Career Technical Education (CTE) pathways. Our goal is for students to experience industry-aligned instruction that leads to real-world skills. Our CTE Advisory Committee reviews each pathway to ensure compliance with industry standards.  The district holds two formal meetings each year with site administrators and counseling teams to align practices, track progress, and provide support to students.  We also prioritize the recruitment and retention of excellent educators. Our teams attend job fairs to attract highly qualified teachers, and we allocate funding for current staff to pursue additional credentials, expanding their ability to serve our students.  Looking ahead to the upcoming school year, our Secondary Curriculum and Instruction department will focus on aligning the California College Guidance Initiative (CCGI) lessons and strategies across all secondary schools. This work is essential in promoting college and career readiness.|Met||2025-06-18|2025
36676780137547|Allegiance STEAM Academy - Thrive|7|ASA Chino uses a combination of scheduling systems, master schedules, student information system (SIS) reports, and internal program audits to monitor access to a broad course of study aligned to our charter. These tools allow the school to evaluate student enrollment and participation across all grade spans (TK–8), with particular attention to unduplicated student groups and students with exceptional needs. Class schedules and rosters are reviewed each trimester to ensure that all students receive instruction in English Language Arts, Math, Science, History-Social Science, Physical Education, Music/Drama, World Language, and STEAM. Data from IEPs and Designated ELD time logs help verify that students with disabilities and English Learners are receiving appropriate access to general education content alongside targeted supports. The school’s master schedule also reflects inclusive access to enrichment and intervention programs for all learners. Family surveys and student satisfaction data are reviewed in conjunction with these tools to assess both participation and perception of program quality and breadth.|Based on trimester reviews of master schedules, class rosters, SIS reports, and internal audits, ASA Chino confirms that all students in grades TK–8 are enrolled in a broad course of study consistent with the school’s charter and state expectations. Core academic subjects (ELA, Math, Science, and History-Social Science) are provided daily, while enrichment courses—such as Physical Education, Music/Drama, World Language, and STEAM—are offered to all 1 to 2 times per week, ensuring universal participation over the course of the school year. All student groups, including English Learners and students with disabilities, have equitable access to the full instructional program. Designated ELD instruction is embedded into daily schedules for English Learners, and students with IEPs receive supports that allow them to participate meaningfully in general education and enrichment coursework. No significant disparities in access were identified based on student group status. Family surveys and student satisfaction data affirm that students value access to electives such as STEAM and World Language. This feedback, combined with enrollment data, reflects consistent access with growing participation in newer offerings like musical performance and engineering challenges. Overall, ASA Chino continues to provide all students with inclusive, well-rounded learning experiences across academic and creative disciplines.|While ASA Chino ensures that all students are enrolled in a broad course of study aligned to state and charter expectations, one key barrier that affects implementation is the uneven distribution of enrollment across grade levels.  2025-26 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Page 26 of 29 Some grade cohorts are significantly larger than others, and as these larger student groups progress year to year, they place increased demands on staffing and the master schedule. This imbalance impacts the school’s ability to offer enrichment courses—such as Music/Drama, World Language, and STEAM—with greater frequency or flexibility. Larger cohorts require more sections to maintain optimal class sizes, which in turn limits how often certain enrichment subjects can be scheduled each week. Additionally, scheduling becomes increasingly complex as the school balances core instruction, intervention, Designated ELD, and special education services across grade levels with varying sizes. This creates staffing strain in specialized subject areas and may restrict ASA Chino’s ability to expand offerings without impacting instructional minutes in other required areas. The school continues to monitor cohort trends and adapt schedules and staffing models to preserve equitable access to a full, well-rounded instructional program for all students.|To address the impact of uneven enrollment across grade levels, ASA Chino has implemented strategic adjustments to maintain equitable access to a broad course of study for all students. The school revises its master schedule annually, or more frequently if warranted, to balance instructional minutes and ensure all students continue to receive a well-rounded instructional experience that includes STEAM, Music/Drama, World Language, and Physical Education. All students participate in enrichment 1 to 2 times per week, with the exception of middle grade students who receive daily Physical Education as part of their regular schedule. In response to cohort size trends and instructional needs, the Music/Drama schedule will be revised in the 2025–26 school year to further strengthen access and frequency for all grade levels. ASA Chino has adapted staffing models to support larger cohorts by strategically deploying shared enrichment teachers and adjusting rotation schedules to preserve equitable access across grade spans. Collaboration among instructional leadership, ELD staff, and special education teams ensures students with IEPs and English Learners are fully included in core and enrichment programming with appropriate support services in place. The school continues to monitor enrollment trends, student feedback, and instructional capacity to inform future scheduling and staffing decisions.|Met||2025-06-17|2025
36676860000000|Colton Joint Unified|7|Colton Joint Unified ensures all students have access to a broad course of study by monitoring course selection and enrollment across grade spans, unduplicated student groups, and students with exceptional needs. Our student information system supports master schedule creation, ensuring heterogeneous grouping to meet diverse student needs, while English Learners are homogeneously grouped per ELPAC requirements. To address access issues, secondary master schedules prioritize student placement to ensure equitable course opportunities. Middle and high school students use online course catalogs to select classes with guidance from teachers, counselors, and staff. Processes are in place to review diagnostic data, ensuring accurate placement and identifying missing or inappropriate courses. Students now complete course selection online in secondary schools. Additionally, Siembra provides direct access to college counselors, grade data, and on/off track information for A-G eligibility.|CJUSD ensures all students have full access to a broad course of study. We maintain a 1:1 Chromebook program and provide hotspots as needed for internet access. Students meet with counselors and complete online course requests based on their interests and academic needs, with master schedules developed accordingly. Efforts are made to offer requested courses at all sites, though CTE pathways vary across the district, and some AP courses may be limited due to low enrollment. Through our partnership with CRY-ROP, students have access to a variety of CTE courses. Course offerings are reviewed annually to align with emerging fields, following an approval process from school sites to Curriculum Council, Executive Cabinet, and Board approval. Students may attend another district high school if a different CTE pathway better meets their needs. CJUSD also provides opportunities for concurrent enrollment with local and online colleges, as well as dual enrollment with San Bernardino Valley College, allowing students to earn both high school and college credits. Additionally, we are in the second year of our Early College Program at Bloomington HS and have expanded it to CHS and GTHS this year.|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, students having to make-up classes for poor grades, 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 ensure access to Career Technical Education (CTE) pathways, CJUSD has an open-enrollment policy, allowing students to apply to transfer to a school offering their desired CTE program. To address scheduling barriers, some sites offer Period 0 and Period 7 classes, providing flexibility for make-up courses and electives. Students also have access to dual enrollment with San Bernardino Valley College and concurrent enrollment with accredited high schools, colleges, and universities. High schools offer credit recovery courses, enabling students to make up credits and participate in electives. Additionally, LCAP funds support Summer School at the elementary, middle, and high school levels, allowing students to recover credits or take courses to free up space in their schedules during the school year.|Met||2025-06-17|2025
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||2025-06-12|2025
36677020000000|Etiwanda Elementary|7|To monitor access to a broad course of study as outlined in Priority 7, the Etiwanda School District uses a locally developed review process conducted annually by site principals. This process includes an in-depth review of master schedules, individual student class schedules, and course offerings across grade spans. It focuses on ensuring access for all students, including unduplicated student groups and students with disabilities. Since the 2018–19 school year, principals have conducted meetings with general education teachers and special education case carriers to verify that students are enrolled in courses aligned with the state content standards across all required subject areas. To further ensure accuracy, principals also work closely with their administrative secretaries to cross-check each student’s access to a broad course of study against the site’s master schedule. These reviews ensure students are not disproportionately excluded from enrichment, intervention, or elective courses. Once complete, principals submit a signed certification to confirm the accuracy and inclusiveness of their site’s schedule review. This structured approach provides safeguards that all students, regardless of background or program status, have equitable access to a broad and rigorous course of study that supports academic success and personal growth.|During the 2024–25 school year, 100% of students in grades TK–8 across the Etiwanda School District were enrolled in a Broad Course of Study. Using local evaluation measures, including annual master schedule reviews conducted by principals in collaboration with general education teachers, special education case carriers, and administrative secretaries, the district ensured that every student had access to all required academic areas. These areas include English language arts, mathematics, science, history-social science, visual and performing arts, physical education, and, where applicable, English language development. Our review process confirmed that there were no significant differences in access or enrollment across school sites or student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. This consistency reflects the effectiveness of our districtwide process for monitoring and verifying schedule equity. Through ongoing site-level reviews, real-time adjustments, and cross-role collaboration, the district continues to maintain equitable access and improve inclusiveness. This commitment has resulted in sustained access to a well-rounded educational experience that supports academic achievement and prepares all students for long-term success.|During the 2024–25 school year, the Etiwanda School District did not identify any barriers that limited student access to a broad course of study. Continued efforts to review and monitor student enrollment patterns, inclusive practices, and site master schedules have ensured all students, including unduplicated student groups and individuals with special needs, receive equitable access to learning across all required content areas. Each school conducts ongoing schedule reviews in partnership with general and special education staff and administrative support teams to verify that no students are disproportionately placed in intervention-only settings or excluded from enrichment or exploratory class opportunities. This collaborative process has contributed to system-wide consistency in maintaining course access. The district’s guidance to site administrators emphasizes proactive planning, early identification of scheduling conflicts, and alignment with state content standards. As a result, all students are enrolled in the full range of academic areas outlined in Priority 7. Etiwanda is committed to preparing students for future readiness in middle school, high school, and beyond.|To ensure continued access to a broad course of study for all students, the Etiwanda School District will maintain existing monitoring systems that have been proven effective. Site principals will continue their collaborative schedule reviews with general education teachers, special education case carriers, and administrative secretaries to confirm student enrollment in all required subject areas.  In addition to preserving these practices, the district will continue to reinforce expectations and planning protocols with site leaders to support proactive scheduling practices. Professional learning for site teams will include guidance on maintaining inclusive access and supporting the needs of unduplicated student groups and students with special needs. While no significant barriers were identified, the district recognizes the importance of continuous improvement. As such, future reviews will incorporate feedback from educational partners and explore expanded access to enrichment opportunities including the arts.|Met||2025-06-12|2025
36677100000000|Fontana Unified|7|For grades K-6, principals were provided with a standards guidance document stipulating the minimum minutes required daily for English Language Arts, Mathematics, Science, History, and Physical Education, along with sample schedules.  Additionally, principals were provided with enrichment schedules during which itinerant Visual and Performing Arts teachers would be at their sites.  Principals received sample schedules and were required to submit their final master schedules to their executive directors for approval.  Through these measures, FUSD ensures all elementary students receive access to a broad course of study.  For grades 7-12, FUSD monitors access to a broad course of study using two different metrics.  First, they track the number of sections offered by course to ensure the numbers align to Ed Code requirements defining a broad course of study.  Second, it tracks the percentages of graduates with access to a broad course of study by student group.  A graduate 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, receive STEAM enrichment, 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.    Unfortunately, not all students in grades 7-12 complete a broad course of study.  While the number of sections provided for each course suggests it is possible for students to complete the requirements, the percentages of graduates completing a broad course of study are declining.  In 2024, 62% of graduates completed requirements for a broad course of study, a decline of 7% from the prior year.  When it comes to student groups with disparities, only 49% of Students with Disabilities, 53% of Long-Term English Learners, and 50% of Foster Youth completed requirements.  Of note, an additional 31% of graduates came close to completing the requirements, missing out by only one elective.  Fortunately, these results suggest that if FUSD identifies a way to ensure graduates complete that fourth elective, it’s percentage of students completing a broad course of study will increase to the 90th percentile.|When looking at the percentages of graduates who completed one or more of each elective area, there are noticeable disparities.  While 97% complete VAPA electives, 95% Foreign Language electives, and 87% CTE electives, only 77% complete Applied Arts electives.  Furthermore, when one looks at the number of sections offered for each elective area, there are only 407 sections of Applied Arts, compared to 635 VAPA sections, 591 CTE sections, and 467 Foreign Language Sections.  This suggests one potential barrier is the number of Applied Arts sections available.    It appears the disparity for Foster Youth is for this same reason; 100% of Foster Youth successfully complete VAPA and Foreign Language electives and 88% complete CTE electives.  However, only 63% complete Applied Arts elective.    On the other hand, disparities for Students with Disabilities and Long-Term English Learners most likely exist because these students end up receiving electives related to interventions or ELD.  As such, they simply don’t have the opportunity to complete the electives necessary.|To address barriers related to students completing Applied Arts electives, FUSD looked at how ed code 51220(h) defined Applied Arts and identified multiple electives that could be considered Applied Arts but weren’t currently counted as such.  They intend to review all electives to ensure they are coded appropriately as they pertain to ed code definitions of a broad course of study.  It is believed this will lead to a dramatic increase in our students who are defined as completing these requirements.     When it comes to Long-Term English Learners, district administrators and the Multi-Lingual Programs and Services department will need to thoughtfully consider alternative ways to improve the English language proficiency of Long-Term English Learners.  These students have remained identified as English Learners for seven or more years, likely receiving Designated ELD during each of those years.  Unfortunately, that hasn’t been enough; rather than having them repeat it, other options need to be considered.   A similar approach should be considered for our Students with Disabilities.  They are likely placed in intervention courses in lieu of electives for their low-test scores.  Rather than having these interventions take an elective slot in their schedules, FUSD should consider alternative means to provided those supports.|Met||2025-06-25|2025
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|7|ASA Fontana uses a combination of internal tools and systems to track and ensure that all students in grades TK–8 have access to, and are enrolled in, a broad course of study. These include the school’s master schedule, individual class schedules, student information system (SIS) reports, special education (IEP) documentation, and designated English Language Development (ELD) logs. Master schedules and class rosters are reviewed by leadership and instructional teams each trimester to confirm that all students are scheduled for daily instruction in core academic subjects—English Language Arts, Mathematics, Science, and History-Social Science—as well as regular access to enrichment subjects including Physical Education, Music/Drama, World Language, and STEAM. For English Learners and students with exceptional needs, targeted supports such as Designated ELD time and push-in or pull-out special education services are reviewed in tandem with their participation in the general education curriculum. This allows the school to monitor both compliance and equity in access. In addition, data from family surveys and student feedback tools are analyzed to assess perceptions of program quality and course access. This multi-tool approach ensures that ASA Fontana can monitor both quantitative and qualitative indicators of access for all student groups.|Based on trimester reviews of master schedules, class rosters, SIS reports, and internal audits, ASA Fontana confirms that all students in grades TK–8 are enrolled in a broad course of study aligned with both the school’s charter and state expectations. Core subjects—including English Language Arts, Math, Science, and History-Social Science—are taught daily. Enrichment offerings such as Physical Education, Visual and Performing Arts, World Language, and STEAM are scheduled weekly, with frequency increasing as the school expands to two classes per grade level. All student groups, including English Learners, students with disabilities, and those identified as socioeconomically disadvantaged, have equitable access to general education and enrichment programming. Designated ELD instruction is integrated into the daily schedule for English Learners, and special education services are delivered in ways that maintain students’ access to the full curriculum. There are no significant disparities in access across student groups. Parent and student survey data also reflect high levels of satisfaction with elective offerings and enrichment opportunities. ASA Fontana has demonstrated steady growth in course access as the school has expanded by grade level and enrollment, ensuring comprehensive and inclusive learning experiences for all students.|ASA Fontana encountered barriers to consistently delivering a broad course of study due to facility limitations at the co-located campus. While all students were scheduled to receive core instruction and enrichment, the lack of dedicated instructional spaces disrupted the delivery of several programs and services, including World Language, speech, counseling, and small-group interventions. In particular, World Language instruction was impacted by limited room availability, resulting in reduced frequency and inconsistent scheduling. Similarly, specialized services such as speech and counseling were often conducted in shared or non-instructional spaces, reducing privacy, limiting flexibility, and hindering the ability to deliver services as planned. Although these constraints did not eliminate access to enrichment or support services, they interrupted the consistency and quality of delivery across grade levels and student groups. The transition to a permanent facility is expected to mitigate these issues by allowing for more appropriate and dedicated space allocations aligned with program needs.|In response to the challenges identified through internal data reviews and family feedback, ASA Fontana has taken proactive steps to improve access to a broad course of study for all students. Most notably, the school will relocate to a permanent facility for the 2025-26 school year. This move allows for dedicated instructional spaces for enrichment programs such as World Language, STEAM, and Music/Drama, as well as private and consistent locations for specialized services including speech therapy and counseling. The school has also expanded its master scheduling process to reflect increased enrollment and the addition of multiple cohorts at several grade levels. This includes planning for increased staffing to support parallel enrichment classes and ensuring students across grade levels and student groups receive instruction without disruption or rotation gaps. Moving forward, ASA Fontana will continue to monitor program implementation through trimester reviews, make schedule adjustments as needed, and engage educational partners to ensure instructional time and access are equitable and uninterrupted for all learners.|Met||2025-06-17|2025
36677360000000|Helendale Elementary|7|LEA uses locally adopted curriculum aligned to California State Standards, as documented in Board Minutes. Student access and engagement are tracked through teacher-assigned grades and participation data. The curriculum is designed to support mastery of grade-level standards and is available to all students, including unduplicated pupils and individuals with exceptional needs, ensuring full access to a broad course of study.|Across the LEA, students have equitable access to a broad course of study through state-adopted instructional materials and flexible curricular pathways. Students may engage with content at a foundational level to meet standards or explore deeper learning aligned with their interests. In addition to core academic subjects, students have the opportunity to enroll in Advanced Placement (AP), Career Technical Education (CTE), and a variety of elective courses. This structure supports differentiated access while accommodating a wide range of academic needs and aspirations.|There are no significant barriers currently preventing student access to a broad course of study. The LEA continually evaluates program offerings and remains committed to expanding access and ensuring inclusivity for all student groups.|At this time, no major revisions are needed, as all students currently have access to a broad course of study. However, the LEA remains proactive in reviewing and adjusting course offerings to align with student interests, career pathways, and post-secondary readiness goals.|Met||2025-06-25|2025
36677360116723|Academy of Careers and Exploration|7|LEA uses locally adopted curriculum aligned to California State Standards, as documented in Board Minutes. Student access and engagement are tracked through teacher-assigned grades and participation data. The curriculum is designed to support mastery of grade-level standards and is available to all students, including unduplicated pupils and individuals with exceptional needs, ensuring full access to a broad course of study.|Across the LEA, students have equitable access to a broad course of study through state-adopted instructional materials and flexible curricular pathways. Students may engage with content at a foundational level to meet standards or explore deeper learning aligned with their interests. In addition to core academic subjects, students have the opportunity to enroll in Advanced Placement (AP), Career Technical Education (CTE), and a variety of elective courses. This structure supports differentiated access while accommodating a wide range of academic needs and aspirations.|There are no significant barriers currently preventing student access to a broad course of study. The LEA continually evaluates program offerings and remains committed to expanding access and ensuring inclusivity for all student groups.|At this time, no major revisions are needed, as all students currently have access to a broad course of study. However, the LEA remains proactive in reviewing and adjusting course offerings to align with student interests, career pathways, and post-secondary readiness goals.|Met||2025-06-25|2025
36677360128439|Empire Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.  High school students develop four-year graduation plans with counselors and are enrolled in required A-G, CTE, and college-level courses. Family feedback and data reviews guide course offerings. Springs is committed to equitable access to a rigorous, well-rounded education for all students.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–8th grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.  High school elective options and intervention supports increased this past year, strengthening access to a rigorous course of study. Barstow Community College courses are listed in the course catalog to support dual enrollment. Online access and study zones help all students participate in college-level coursework.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses. All students, regardless of location, have access to a full high school course catalog—including Physics, Pre-Calculus, and Probability and Statistics—through online and synchronous instruction.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops. At the high school level, diagnostic assessments (i-Ready, Delta Math, Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. New high-interest options like Algebra 2 in the World support engagement through real-life applications such as financial literacy. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2025-06-12|2025
36677360130948|Independence Charter Academy|7|LEA utilizes locally adopted, standards-aligned curriculum as documented in Board Minutes. Student engagement and mastery are tracked through teacher-assigned grades and curriculum-embedded assessments. These tools ensure all students—including unduplicated students and individuals with exceptional needs—have equitable access to the required grade-level standards and a broad course of study.|All students have access to a core curriculum aligned with California State Standards. Students may engage with content at a minimum level required by the curriculum or at an advanced level depending on their interests and academic goals. In addition to core academics, students can access electives and advanced coursework, including dual enrollment at local community colleges. This supports academic acceleration and expands post-secondary opportunities for all student groups.|There are no significant barriers currently preventing student access to a broad course of study. The LEA consistently monitors and supports equitable access across all grade levels and student groups.|No new actions are required at this time. The LEA will continue to review course offerings and student access regularly to maintain full access for all students.|Met||2025-06-25|2025
36677360136069|Sage Oak Charter|7|Sage Oak Charter School uses personalized educational planning as a key tool to ensure all students—across grade spans, student groups, and those with exceptional needs—have access to and are enrolled in a broad course of study. Each student’s plan is collaboratively developed by the supervising teacher or educational advisor (EA), parent/guardian, and student. As needed, the Counselor, English Learner (EL) Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers contribute to the planning process to ensure equitable access and alignment with each student’s unique needs.  The personalized plan includes a course of study selected from a school-approved list of curriculum options that are standards-aligned and meet graduation requirements. Plans are regularly reviewed and updated to reflect students’ evolving interests, goals, and academic progress. This process allows the school to monitor course access and participation for unduplicated student groups and individuals with exceptional needs, ensuring that all students are supported in pursuing a full, diverse academic experience.|Sage Oak Charter School ensures all students have access to, and are enrolled in, a broad course of study through personalized academic planning, continuous monitoring, and support from a multidisciplinary team. Teachers and educational advisors (EAs) regularly review course enrollment and academic progress, using both performance data and anecdotal evidence to assess alignment with students’ interests, abilities, and needs. Plans are adjusted as needed in collaboration with the Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers to ensure equitable access for unduplicated student groups and students with exceptional needs. All students select their curriculum from a school-approved, standards-aligned list that spans core subjects and electives across grade levels. Because Sage Oak operates as one independent study based school without multiple physical sites, there are no differences in course access across locations. Over time, the school has expanded its course offerings—including increased synchronous classes and electives—to further support diverse learning styles and academic interests. This ongoing, student-centered process allows for broad, individualized access to educational opportunities for all learners.|A primary barrier to providing full access to a broad course of study—particularly in Career Technical Education (CTE)—has been the absence of a physical school site, which limits hands-on instructional opportunities. To address this, Sage Oak has partnered with local community colleges to promote dual enrollment, enabling students to access in-person CTE resources and specialized training not available in a virtual setting. Additionally, the school has expanded its catalog of CTE pathways that are compatible with online learning. These include courses in animation, visual arts, child development, business, sports medicine and information technology, which provide students with meaningful, career-aligned experiences within a virtual framework. To further reduce barriers, Sage Oak is investing in professional development to equip teachers with the tools and knowledge to effectively promote CTE options to students during academic planning. This ensures more students—especially those in unduplicated student groups—are aware of, and encouraged to pursue, available CTE pathways, despite the challenges posed by the independent study model.|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||2025-06-18|2025
36677360136937|Vista Norte Public Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and English learners had the lowest participation in foreign language, Driver’s Ed., and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed some participation in math intervention courses, but not in ELA.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. We know that increasing ELA and math interventions is important to all of our students. Additionally, as part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-06|2025
36677360139576|Excel Academy Charter|7|EACS offers all students innovative, personalized academic programs that provide a broad course of study, flexibility, and independent learning opportunities. The programs are grounded in the principles of integrity, accountability, and compliance, and are informed by data analysis from student assessments and coursework. With the support and guidance of a credentialed teacher, students build a customized learning plan tailored to their individual educational goals, ensuring the instruction is relevant and rigorous. All 8th-12th grade students meet with their assigned 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 the courses the student will be studying and the vetted curriculum. A pacing guide for each assigned subject is created by the teacher who will monitor the completion of the assignments and assessments. All students have access to core subject courses, CTE and elective courses, advanced high school courses, credit recovery, and participation in concurrent enrollment. Students in grades 7-12 are offered live, weekly hybrid courses in all core subjects. The High School Counselor and 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 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, 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 the appropriate 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 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 reviews and assesses the vetted curriculum options, programs in place, assessment results, strategic planning, course completion, and best practices to determine potential program changes based on all of the data. All students have access to resources and interventions that are geared specifically to meet their individual needs across all domains of ELA and mathematics. Students with disabilities meet with credentialed staff three times per week to receive specialized academic instruction, in addition to intervention classes. Students in intervention classes will continue to utilize DreamBox Math and Lexia Core 5 Reading to help strengthen learning gaps in ELA and mathematics. EL students will continue to use Lexia English (TK-5), English 3D (6-12) and No Red Ink Premium (3-12) in order to have stronger support aligned with ELPAC score report levels and the ELD Framework. EACS added NoRedInk to enhance instructional writing and grammar support and DreamBox Math as a targeted intervention, refined the curriculum menu options for students across all grade levels, and added an additional secondary math intervention course. There has been significant growth on the local i-Ready assessments for all students which is indicative of the solid curriculum, direct instruction, resources, and guidance they are receiving from their primary teachers and support staff.|Met||2025-06-18|2025
36677770000000|Morongo Unified|7|The Morongo Unified School District (MUSD) employs Synergy to meticulously track student enrollment and ensure access to a comprehensive curriculum. This platform considers unduplicated students and those with exceptional needs, guaranteeing that all students have access to the requisite educational resources and courses essential for their success. Furthermore, our counselors and secondary administrators collaborate closely with students to formulate college and career objectives, ensuring they are adequately prepared for post-secondary endeavors upon graduation. This preparation is facilitated by developing a four-year plan that integrates the student's interests, academic strengths, and areas of progress. Additional resources include CaliforniaColleges.edu, UC Compass, National Clearinghouse, and the Master Schedules of our high schools, all of which assist students in enrolling in the appropriate courses necessary to graduate with college and career readiness|All students enrolled in Transitional Kindergarten through 8th grade within the Morongo Unified School District (MUSD) have appropriate curricula to prepare them for high school. High school students have access to dual enrollment, Career and Technical Education (CTE), Advanced Placement (AP), and college preparatory (A-G) courses. Master schedules are meticulously developed through Synergy to ensure equitable and inclusive access and enrollment in various courses of study. Additionally, Health Education is integrated into Science and Physical Education programs.|The Morongo Unified School District (MUSD) faces several barriers that hinder access to a broad course of study for all students. These include chronic absenteeism and the lack of housing for some low-income students. Students who do not attend school regularly are unable to access the comprehensive curriculum available to those with consistent attendance. Absenteeism is a longstanding issue in this region, as many families face economic challenges that affect their children's school attendance. Additionally, MUSD's geographic isolation poses another significant barrier. Our rural environment impacts the availability of resources necessary for student success and complicates teacher onboarding. The overall teacher shortage further affects our school sites, including the recruitment of substitute teachers. Despite these challenges, we continually strive for excellence in our hiring process by remaining flexible in our search for new staff. This includes partnerships with higher education institutions, job boards, and various promotional and marketing efforts.|To ensure all students have access to a broad course of study, the Morongo Unified School District (MUSD) has implemented. It will continue to utilize Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and Learning Centers. MTSS and PBIS are applied across Transitional Kindergarten through 12th grade, while Learning Centers are prominently situated at each elementary school site. These programs comprehensively address academics, behavior, and attendance to meet students' needs.       MUSD is committed to increasing parental engagement and involvement through events and enhanced communication via district-parent newsletters and social media platforms. We aim to involve families more deeply to support student achievement. Parents are invited to participate in course offering nights, the high school success program, and other informational sessions.      Additionally, MUSD provides alternative educational pathways to ensure students have access to a broad course of study. These include the Academy of College and Career Excellence, Career and Technical Education (CTE) programs, PLUS, a continuation high school, and other CTE initiatives. The district values its flexibility and employs various measures and strategies to help students succeed and ensure equitable access to educational opportunities.|Met||2025-06-24|2025
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 2024-25 school year, 100% of students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a) – (i).  All students in grades TK-6 are enrolled in a broad course of study.  All elementary schools provide instruction the areas identified as a broad course of study for grades 1-6 (Ca. Ed. Code 51210).  Students participate in the required number of physical education minutes as required by Education Code, 200 minutes every 10 instructional days.  In addition to the visual and performing arts curriculum, elementary students also participate in an integrated arts program every third year.   All junior high school students have access to a broad course of study as required by Ca. Education Code 51220 (a) – (i) for students in grades 7 & 8.  All students are provided with English/Literature, Mathematics (including Math Academy), Social Sciences, Science & Health and Physical Education.  Students are able to participate in honors courses in English/Literature (grades 7 & 8) and Mathematics (grades 7 & 8). Courses are also offered to meet the needs of individuals with exceptional needs.   Visual and performing arts are integrated into coursework and offered through the elective courses of choir, band (junior, advanced), and arts.  The applied arts are integrated into and across the core curriculum and electives for all students.  All students participate in one period (56 minutes) of PE daily.  AVID courses are offered in grades 7|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||2025-06-12|2025
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||2025-06-10|2025
36678010000000|Needles Unified|7|	The Local Educational Agency (LEA) utilizes multiple standardized assessment tools to monitor student academic progress and inform instructional planning. These include i-Ready benchmark assessments, STAR Assessments, and the California Assessment of Student Performance and Progress (CAASPP). To ensure alignment with college and career readiness standards, the LEA uses A-G course definitions and offers Advanced Placement (AP) courses. The LEA conducts regular master schedule reviews, individual student schedule reviews, and transcript audits to ensure appropriate course placement, monitor credit accrual, and verify students are on track for graduation and postsecondary eligibility.|	All students have access to a broad course of study.  There are no differences in courses students have access to.|Given the results from the assessment tools there were no barriers identified in preventing students to have access to a broad course of study.|With all students having access to a broad course of study the Local Education Agency is not planning on any new actions.|Met||2025-06-17|2025
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||2025-06-26|2025
36678270000000|Oro Grande|7|Oro Grande School District utilizes the Aeries student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all three of Oro Grande School District’s sites. Specials rotations are built into the school day for every elementary student, and due to the extended school day for middle and high school, all 6th-12th graders have additional elective periods available to take courses of interest. All courses have equal access for all students.  Every student is assigned to a highly trained counselor across all three sites, and counselors at the middle and high school levels assist students with personalized academic planning. All sites provide students with access to a variety of electives. At the elementary school, all students in grades TK-5 have scheduled time in specials classes in physical education, art, music, and robotics. In middle and high school, students have a wide range of elective courses to choose from such as Spanish, music, journalism, ASB, art, and CTE pathways in Patient Services, Entrepreneurship and Public Safety.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Oro Grande School District will continue to analyze and revise the master schedules at each site in order to ensure that students have access to both required and requested courses. Revision will include adding courses to the master schedule, moving class periods to prevent course overlaps and ensure availability for student scheduling, and providing students with multiple specials or elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270113928|Riverside Preparatory|7|Riverside Preparatory School utilizes the Aeries student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all three of Riverside Preparatory School’s sites. Specials rotations are built into the school day for every elementary student, and due to the extended school day for middle and high school students, all 6th-12th graders have additional elective periods available to take courses of interest.  All courses have equal access for all students.  Every student is assigned to a highly trained counselor across all three sites, and counselors at the middle and high school levels assist students with personalized academic planning. All sites provide students with access to a variety of electives. At the elementary school, all students in grades TK-5 have scheduled time in specials classes in physical education, art, music, and robotics. In middle and high school, students have a wide range of elective courses to choose from such as Spanish, music, journalism, ASB, art, and CTE pathways in Patient Services, Entrepreneurship and Public Safety.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Riverside Preparatory School will continue to analyze and revise the master schedules at each site in order to ensure that students have access to both required and requested courses. Revision will include adding courses to the master schedule, moving class periods to prevent course overlaps and ensure availability for student scheduling, and providing students with multiple specials or elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137174|Mojave River Academy - Gold Canyon|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137182|Mojave River Academy - National Trails|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137190|Mojave River Academy - Oro Grande|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137208|Mojave River Academy - Route 66|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137216|Mojave River Academy - Rockview Park|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137224|Mojave River Academy - Silver Mountain|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678270137232|Mojave River Academy - Marble City|7|Mojave River Academy Schools utilizes the School Pathways student database to disaggregate student data across multiple areas, including course requests, course loads, master scheduling, course grades, and student demographic data. An internal tracker is also being utilized to track students’ A-G, CTE, dual enrollment and graduation cohort data.|100% of students have access to a broad course of study across all school sites of Mojave River Academy Schools.  Extracurricular events/activities are offered to all students.  High school students have a wide range of elective offerings including CTE and dual enrollment.  All courses have equal access for all students.  Every student has a highly trained school counselor, and counselors and teachers at the high school level assist students with personalized academic planning. All sites provide students with access to a variety of electives.|There are no current barriers that are known to exist. All students, including those in special populations, have access to all available courses. Unless a course is part of a larger progression of courses, there are no entry-level requirements or prerequisites for any courses available to our students.|Mojave River Academy Schools will continue to analyze and revise the course offerings in order to ensure that all students have access to both required and requested courses. Revision will include adding courses to the course catalog and providing students with multiple elective options and CTE pathways in order to provide students with a well-rounded educational experience.|Met||2025-06-18|2025
36678430000000|Redlands Unified|7|Redlands Unified School District utilizes annual site-based certificated staff surveys for grades K–6 and 7–12 to monitor student access to a broad course of study. These surveys measure staff perceptions of course access and enrollment for all students and across key student groups, including English Learners, socioeconomically disadvantaged students, students with disabilities, and racial/ethnic subgroups. The surveys gather both quantitative Likert-scale responses and qualitative input regarding systemic barriers. Responses are disaggregated by school site and student group to inform planning, policy, and resource allocation. These tools are aligned with the California Education Code and LCAP goals and serve as a locally selected measure for Priority 7 reporting.|Survey data across all grade spans show that the majority of staff agree or strongly agree that RUSD students have access to and are enrolled in a broad course of study. Teachers report that students across racial and demographic groups generally experience equitable access; however, some disparities exist. At the elementary level, concerns center on limited instructional time for science, social studies, and the arts due to a focus on ELA and math. At the secondary level, elective course access is more restricted for English Learners who have not been reclassified, students with IEPs, and students placed into academic support classes. School site staffing, schedule design, and availability of specialized staff (e.g., librarians, lab teachers) also influence the breadth of course offerings and vary by site.|Barriers to access include limited staffing and funding, which affect the number and diversity of course offerings. At the elementary level, time constraints and the need to prioritize core subjects reduce opportunities for science, history, and the arts. Large class sizes, limited facilities, and behavior management further restrict time for small group and project-based learning. At the secondary level, elective and CTE access is affected by lack of zero/seventh period options, counselor awareness, and tracking of students into classes based on IEPs, GPA, or English proficiency. Budget reductions, credentialing challenges, and class-size constraints also inhibit flexibility in scheduling and restrict access to specialized or interest-based courses.|RUSD is taking a multi-pronged approach to expand student access to a broad course of study. At the elementary level, efforts include reinforcing the integration of science and social studies into the daily schedule, exploring staffing options to expand visual and performing arts access, and providing support for inclusive practices. At the secondary level, the district is reviewing schedule models to increase access to zero/seventh period courses and summer offerings. RUSD is also working to ensure all students, including English Learners and students with disabilities, have equitable access to electives. Professional development will focus on awareness of course pathways, and counseling practices will be strengthened to support interest-based student enrollment. These actions will be incorporated into LCAP goals and budget planning for 2025–26.|Met||2025-06-24|2025
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/Social Sciences, Science, PE, Health, Drama, Marketing, and CTE 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, as do prohibitions to campus expansion due to the Surplus Land Act restrictions. 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 courses that are UC A-G approved with planned courses extending through our mathematics department such as adding Calculus and AP Statistics. Grove has increased AP course offerings for the 2025-2026 school year which opens up more options for our tenth grade student population to enroll in these courses.These courses include: AP World History and AP Spanish Language. We have also worked to increase our AP course offerings resulting in 41% of 10th, 11th and 12th graders enrolled in at least 1 AP course in the 2024-2025 school year. Grove has also introduced Dual Enrollment courses for 10th, 11th and 12th grade students resulting in 47% of students enrolled in college level courses. Parent Square, Constant Contact and Parent Education nights are utilized inorder to keep parents and students informed throughout the year providing students and families the opportunity to learn about course offerings and other opportunities for their students and their respective grade level. 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||2025-06-26|2025
36678500000000|Rialto Unified|7|To track the extent to which all students have access to, and are enrolled in, a broad course of study, Rialto USD uses several locally selected tools. At the high school level, all students develop a 4-year academic plan to ensure access to a full range of required and elective courses. Progress is monitored through UC Compass reports, generated twice a year, which provide both districtwide and individual-level data on A–G completion progress. These reports are shared with each high school to inform counseling and course access decisions. In addition, D and F reports are reviewed after each grading period to identify patterns in course performance and ensure appropriate supports are in place.|Rialto USD uses multiple tools—including UC Compass reports, D/F course performance data, and site-level A–G tracking—to monitor access to a broad course of study. Across the district, the overall graduation rate remains strong (92.2% in 2023–24), and A–G completion has steadily improved among most student groups, with notable growth among English Learners and Hispanic students. Despite this progress, CCI results indicate that only 39.1% of students are classified as “Prepared,” with large disparities across student groups. While 75% of Filipino and 66.7% of Asian students are “Prepared,” only 21.6% of English Learners and 10.9% of Students with Disabilities meet that benchmark. Additionally, 37.7% of all students remain “Not Prepared,” with rates exceeding 60% for Foster Youth and Students with Disabilities.  This data suggests that while students generally have access to a broad course of study, disparities remain in how effectively students—particularly those in high-need groups—are supported in completing college- and career-aligned pathways. The district is addressing this through more proactive identification of at-risk students, improved access to real-time data, and targeted intervention strategies designed to increase participation and success in rigorous coursework across all school sites and student groups.|Analysis of our locally selected tools has identified several barriers that impact equitable access to a broad course of study. UC Compass data shows that while many students begin high school on track for A–G completion, performance in core academic areas—particularly English Language Arts—often becomes a barrier by 10th and 11th grade. D and F reports reveal that certain student groups, including English Learners and Students with Disabilities, are more likely to struggle in A–G courses, limiting their long-term access to college-preparatory pathways.|In response to our data findings, Rialto USD is strengthening its efforts to provide more timely and actionable information to counselors and site administrators. Recognizing the importance of early intervention, the district is prioritizing the identification of students who may need additional academic support earlier in their high school career. To support this, we are leveraging the analytics module within our student information system to build customized metrics that flag students who are struggling—particularly in A–G coursework—after each semester grading period. This allows school teams to provide targeted interventions, such as mentoring, academic counseling, and tutoring, with the goal of keeping students on track for graduation and postsecondary opportunities. By improving the timeliness and use of data, the district aims to ensure all students have equitable access to a broad and rigorous course of study.|Met||2025-06-25|2025
36678680000000|Rim of the World Unified|7|Rim of the World Unified School District monitors progress in meeting the Priority 7 indicator, access to a broad course of study by regularly reviewing course offerings, class schedules, and school calendars to ensure all students  2025-26 Local Performance Indicator Self-Reflection for Rim of The World Unified School District Page 14 of 14 have equitable opportunities across grade spans. We use data from the district’s student information system, Aeries, to track enrollment patterns for all students, including unduplicated groups and those with exceptional needs. Additional tools include course catalogs, master schedules, before- and after-school programs, virtual learning options, Career Technical Education (CTE) and pathway programs, concurrent enrollment opportunities, student surveys, elective availability, and participation in extracurricular activities. This comprehensive approach helps us identify and address gaps in access and enrollment for all students.|For the 2024-25 school year, 100% of Rim of the World Unified School District students had access to a broad course of study as defined by the California Education Code. Grades 7-12 students are offered courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (CTE). Our three elementary schools (TK-5) provide instruction in all seven required areas: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Physical Education, with some sites offering before- and after-school enrichment programs. Since the district operates one middle and one comprehensive high school, all specialized programs, including CTE and pathway courses, are centralized at these campuses. While broad access is ensured district-wide, data review revealed that certain student groups—specifically English Learners, Hispanic, and low socioeconomic status (SES) students—participate at lower rates in AP and A-G course offerings. This finding has led to ongoing evaluation and adjustments of course offerings, including A-G approved CTE courses, to promote equitable enrollment across all student groups.|Barriers limiting Rim of the World Unified School District’s ability to fully maximize broad course of study offerings include declining enrollment and having only one comprehensive high school, which restricts the range and variety of CTE pathways and specialized program options available to students. Additionally, providing adequate English Language Development (ELD) support for our English Learners within the limited school day presents scheduling challenges, sometimes limiting students’ access to preferred elective or advanced courses. Despite these constraints, the district has maintained a strong CTE program alongside a diverse selection of electives, arts, music, clubs, sports, and extracurricular activities—opportunities that can be challenging for smaller districts to sustain. Our community’s active engagement and support have been instrumental in preserving robust offerings in Arts, Music, AVID, electives, and literacy programs.|The district regularly analyzes enrollment and participation data in the broad course of study to guide decisions about course offerings supported through the LCAP. Dedicated counselors for unduplicated student groups have been assigned to actively support increased enrollment of these students in A-G and AP courses. Additionally, data from our broad course of study measures will be shared with educational partners and stakeholder groups to inform ongoing LCAP evaluation and strategic planning, ensuring continuous improvement in equitable access for all students.|Met||2025-06-26|2025
36678760000000|San Bernardino City Unified|7|9th grade math and ELA placements are based on district criteria and reviewed at a 6-week check-in to ensure appropriate student placement. Completion of UC/CSU A-G requirements and other measures are used to monitor college readiness. A digitized Academic Success Plan in Aeries helps track A-G status.  The Multilingual Department oversees English Learner (EL) progress, with Newcomer secondary students monitored every 5 weeks. Monitoring logs and language portfolios help identify needed supports. ELD portfolios, benchmark data, CAASPP, ELPAC, and teacher assessments are used to track language development. Reclassified Fluent English Proficient (RFEP) students are monitored for 5 years to ensure academic progress.  Special Education students receive IEP-driven support, ensuring access to the least restrictive environment. Plans include measurable postsecondary goals and transition services aimed at diploma or certificate completion based on student strengths.  GATE students are identified annually through district testing and assessment data, with additional testing available upon request.  Secondary students have access to Career Pathway (CTE) programs. Enrollment is monitored through class rosters, Carl Perkins reporting, Aeries, and CALPADS. Placement of African American freshmen in AVID and Accelerated classes is reviewed annually.|Elementary students have access to primary language instruction, Dual Language programs, GATE, Visual and Performing Arts, and daily integrated and designated ELD lessons. ELs receive support from EAIIIs and student interns to access the curriculum. Research-based strategies such as Kagan structures and collaborative conversations are used to ensure equitable learning. Long-Term ELs receive additional ELD support. All students have access to core curriculum, including consumables and reading materials.  Secondary students access core subjects, Health/PE, VAPA, Career Technical Education (CTE), and World Languages. High schools offer AP, Honors, and Dual Enrollment courses. CTE pathway experiences begin at elementary and middle school levels and continue in high school. African American (AA) student attendance, achievement, A-G completion, and graduation progress are regularly monitored.  English Learners are placed in Designated ELD courses by proficiency level. Long-Term ELs receive targeted support, which may affect access to the full course of study. ELs also take SEI standards-based and A-G approved courses. Schools with large EL populations have additional EL counselors.  Special Education students receive access to a broad course of study through IEPs. All diploma options must be explored before selecting an alternative course of study.|Barriers to accessing a broad course of study include limited awareness of available programs and varying levels of academic achievement, particularly in ELA and math. With diverse offerings across schools, families may face challenges due to space limitations or school location. This impacts access to electives and enrichment opportunities, especially for Special Education, Long-Term English Learners (LTELs), and African American (AA) students.  AA students face additional barriers to meeting A-G requirements, including master schedule constraints, limited support classes, lack of family awareness of graduation requirements, and a need for more culturally responsive practices among staff. Special Education students may face access issues due to the need for specialized staff support and IEP-driven modifications to curriculum and instruction. These students may require tailored programs, services, or accommodations to succeed and work toward a diploma.  Districtwide, awareness of program offerings is inconsistent. Many families are unaware of which services are available at specific school sites. Of 52 elementary schools, 26 offer dual language instruction, yet not all parents know what is available at their child’s school. The district has also seen a rise in newcomer students, but there are limited support staff to help these students access the curriculum effectively.|SBCUSD is focused on improving first instruction and ensuring all students master grade-level standards through Multi-Tiered System of Support (MTSS) and Universal Design for Learning (UDL) frameworks. Priority student groups, including African American (AA) students, Students with Disabilities (SWD), and English Learners (ELs), receive targeted support. Feedback is gathered on A-G course offerings and participation in advanced courses, with a focus on retaining underrepresented students in these programs.  CTE courses are A-G approved, and multi-year CTE Pathway plans aligned with WASC promote increased student enrollment. Professional development aligned with district priorities continues into 2024–25, with a focus on first instruction, reclassification of ELs, and cultural competency. GAP Closing Training for AA student achievement has expanded to six cycles per year, supporting educators in brain-based and culturally responsive practices.  The Special Education Task Force is refining processes to ensure students are in the Least Restrictive Environment and have equitable ways to demonstrate learning. UDL is used to support access to instruction and assessment.  The Multilingual Department supports EL instruction through research-based strategies, including Kagan, UDL, and MTSS. Program specialists, EAIIIs, and college interns assist at school sites. Regular walkthroughs and feedback promote effective practices in classrooms.|Met||2025-06-17|2025
36678760107730|ASA Charter|7|We ensure that all students receive instructions, according the state standards in the following subject areas: ELA, Math, Science, Social Studies, Physical Education, Arts, and technology. We document access through LCAP data reviews, teacher assignments, annual curriculum audits, and classroom observations. We monitor in-house assessments, state testing scores, student transcripts, student enrollment records, California School Dashboard Data, and student voice surveys.|All students continue to be enrolled in a broad course of study and no students are excluded.|At this time we do not feel that we have any barriers preventing ASA Charter School from providing a broad course of study for all students.|At this point we are able to accommodate any barriers that may prevent student access to a broad course of study and continue to make a broad course of study available to all students.|Met||2025-06-19|2025
36678760109850|Public Safety Academy|7|All students are enrolled in courses in PowerSchool which serves as the tool to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|All students are enrolled in a broad course of study.|All students are enrolled in a broad course of study. There are no barriers preventing the LEA from providing access to a broad course of study.|All students are enrolled in a broad course of study.|Met||2025-06-18|2025
36678760117192|SOAR Charter Academy|7|All SOAR Charter Academy students in grades TK – 8 are enrolled in a broad course of studies which include instruction in 1) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition. (2) Mathematics, including concepts, operational skills, and problem solving. (3) Social sciences, (4) Science, (5) Visual and performing art (6) Health, including instruction in the principles and practices of individual, family, and community health. (7) Physical education, (8) Other studies that may be prescribed by the governing board. For SOAR this would be our character education and leadership instruction using the Leader in Me program. All our middle school students are also given enrichment courses that cover Leader in Me, STEAM, and Communications. We track all course enrollment on Aeries student information system. Regular analysis of enrollment in broad course of study courses helps to inform SOAR as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Aeries data shows that all our students have access to a broad course of study. Elementary classrooms are self- contained. Teachers plan lessons that incorporate instruction in all 7 areas described above. Middle school students' schedules include Math, English, History, Science, Physical Education, Art, Communication or STEAM. Health is integrated into Science and Physical Education. We do not offer electives to our middle schoolers. We offer enrichment courses because of our small size. They are exposed to all curricular areas. Character and Leadership Education is integrated into the day in all grade levels but students in middle school also have a Leader in Me class. We offer extracurricular activities during the after school program to expose students to other areas to help students find their strengths.|Time in the actual school day would be the biggest barrier. That is why so much is offered outside of the classroomduring extended learning.|We will continue to offer access to a broad course of study to all students. We encourage participation in extracurricular activities. 66% of students participate in at least one extracurricular or leadership role on campus. Student leadership roles are growing each year.|Met||2025-06-17|2025
36678760120006|New Vision Middle|7|At New Vision Middle School, multiple assessment tools are used to ensure that students are engaging in a broad and rigorous course of study that aligns with academic standards and prepares them for success. The Smarter Balanced Assessment Consortium (SBAC) provides a summative measure of student achievement and growth in English Language Arts and Mathematics, while the NWEA MAP assessments offer valuable diagnostic and progress monitoring data throughout the year. In addition, regular curricular assessments tied directly to the adopted instructional materials help measure mastery of specific standards and skills. The data collected from these assessments is instrumental in shaping instructional decisions at every level—from informing targeted professional development for teachers to guiding the creation of pacing guides that ensure consistent and standards-based instruction across grade levels. On a day-to-day level, this data drives lesson planning, small group instruction, and intervention strategies, ensuring that teaching is responsive to student needs and that all learners are supported in accessing a comprehensive and meaningful education.|New Vision Middle School grades 6th-8th provides comprehensive coursework in all core academic subjects—English Language Arts, Mathematics, Science, and Social Studies—aligned with state standards and supported by a state-approved curriculum. Students have access to a wide range of instructional materials, including both physical textbooks and digital resources, to support diverse learning styles and ensure access to high-quality content. To meet the needs of all learners, NVMS offers targeted support for students with disabilities through individualized education plans (IEPs) and accommodations, as well as scaffolded instruction and specialized staff. English Language Learners receive language development support through designated ELD instruction and integrated strategies within the general education classroom. Additionally, Gifted and Talented students are challenged with differentiated instruction, enrichment opportunities, and advanced learning tasks that promote critical thinking and deeper engagement. This comprehensive approach ensures that every student is provided with the tools and support necessary to succeed academically.|No barriers at this time.|New Vision Middle School remains committed to providing all students with access to a broad and rigorous course of study that supports academic growth and success across all content areas. This includes ongoing efforts to ensure equity in curriculum access, instructional materials, and enrichment opportunities for every student, regardless of background or ability level. To strengthen this commitment, NVMS will continue to review student performance data annually—drawing from standardized assessments, classroom-based measures, and teacher feedback—to evaluate the effectiveness of instruction and identify areas for improvement. These data reviews will inform future planning, guide instructional adjustments, and support the continuous development of teaching practices. By maintaining a cycle of reflection and action, NVMS will ensure that every student receives a well-rounded education and is supported in achieving their highest potential.|Met||2025-06-27|2025
36678760120568|Options for Youth-San Bernardino|7|OFY San Bernardino uses multiple tools to ensure all students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in a broad course of study. Upon enrollment, students complete diagnostic assessments in ELA and Math three times per year using RenStar, which guides course placement. Counselors and teachers use these results, along with transcript evaluations, to develop individualized academic plans. Our course offerings include over 60 core and 100 elective courses, with 90 percent approved for UC A-G credit. Instruction is delivered through a blended model that includes direct instruction, independent study workbooks, and Edmentum’s online platform. Courses align with CCSS and NGSS standards. Additional tools such as Exact Path, Achieve3000, and iLit support differentiated learning, particularly for English Learners and students needing intervention. Monitoring of subgroup enrollment and course completion ensures equitable access across grade spans and sites.|All students at OFY San Bernardino are enrolled in a broad course of study tailored to their individual learning needs and goals. Course access is guided by academic planning, RenStar assessment data, and transcript review. Students may participate in Direct Instruction, Independent Study, or online coursework through Edmentum. Course offerings are consistent across all sites, with access to A-G approved and NCAA-aligned core content, electives, CTE, and intervention supports. Students requiring additional academic support are enrolled in programs such as Exact Path and Achieve3000, while English Learners benefit from the iLit reading intervention. Though access is generally equitable across school sites, physical space limitations and teacher availability may affect the number of in-person direct instruction offerings at some centers. Overall, student enrollment in core and elective courses remains strong, and progress is monitored through centralized data systems and site-level planning guides.|While OFY San Bernardino previously faced challenges in recruiting and retaining qualified teachers, recent compensation improvements including a market adjustment and a geographic stipend have helped stabilize staffing. These measures have improved instructional consistency and reduced the need for long-term substitutes. Despite this progress, some barriers remain. Limited classroom space at certain school sites may reduce the availability of direct instruction classes. Geographic distance and transportation issues can affect access to in-person learning for some students, particularly those in more remote areas. Additionally, differences in student preferences between online and in-person instruction may impact engagement with structured learning opportunities. These areas of need are being addressed through strategies outlined in LCAP Goal 2, Action 1, which focuses on ensuring high-quality instruction and equitable academic access for all students.|To expand access to a broad and rigorous course of study, OFY San Bernardino is continuing to improve facilities and instructional options across the charter. We are increasing classroom space at one of our existing school sites to better support small group instruction, English Learners, and students receiving specialized services. In addition, the LEA is actively working toward opening a new school site to serve a wider student population and provide more direct access to academic programs and support services. The adoption of the Bright Thinker curriculum has broadened independent study options and enhanced instructional alignment. To maintain high-quality teaching staff, the LEA has implemented a signing bonus and other incentives to attract and retain educators. These initiatives reflect our commitment to ensuring that all students, regardless of background or location, have equitable access to the full range of educational opportunities, as outlined in LCAP Goal 2, Action 1.|Met||2025-06-30|2025
36678760121343|iEmpire Academy|7|Current measures in place to ensure all students have access to and are enrolled in a broad course of study include: - Adoption and implementation of a school-wide subject area schedule that equals or exceeds state-mandated instructional minute requirements for all core subjects. - Adoption and implementation of daily instructional minutes for designated ELD in grades TK - 5th. - A differentiated block of reading instruction where students in grades 1st- 5th receive instruction at a specific reading level.|The differences across our school sites are notated by the grade levels below that are included for each measure. All student groups within each grade level have access to the measures below unless noted otherwise.   - Adoption and implementation of a school wide subject area schedule for each grade level on campus grades (TK-5th).  - Adoption and implementation of daily instructional minutes for designated ELD in grades (TK - 5th). - A differentiated block of reading instruction where students in grades (1st- 5th) receive reading instruction at their specific reading level.|A barrier that prevents the school from providing access to a broad course of study for all students includes regular student attendance. Due to chronic absenteeism, students are not able to regularly access the implemented broad course of study offered at iEmpire Academy.|Action steps put into place to address the barrier (i.e. regular student attendance) for all students to be able to access a broad course of study on a regular basis include the following:    - Weekly, monthly, and quarterly attendance incentives such as free dress passes, activities/events, and award recognition.  - Monthly attendance incentives for families including prize raffles.   - Schoolwide marketing campaign focused on the promotion of the importance of regular daily attendance through the use of marketing materials (i.e. flyers, banners, digital media, etc.)    - Partnership with IEHP Navigators who support with SART and SARB process. This partnership creates opportunities to connect families with potential resources to address barriers that may be imparting regular student attendance.|Met||2025-06-27|2025
36678760122317|Hardy Brown College Prep|7|In order to track the extent to which all students have access to and are enrolled in a broad course of study, we measure the % of students to whom courses are offered as well as the % of students who are enrolled in those courses.|At Hardy Brown, 100% of scholars in grades TK-4 are both offered and enrolled in a broad course of study in ELA, math, science, humanities, and visual or performing arts. Additionally, 100% of scholars in grades 5-8 are both offered and enrolled in a broad course of study in ELA, math, science, history, and visual or performing arts.|At Hardy Brown, 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||2025-06-10|2025
36678760126714|Woodward Leadership Academy|7|WLA teaches the main core subjects as well as spanish. All students receive academic instruction 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||2025-06-09|2025
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|7|During the 2024-2025 School year, the school participated in a Williams Act visit. Through this, access to a broad course of student for all grades and student groups was verified.|All students, in all grade levels, are enrolled in a broad course of studies. This includes school “specials”, such as Art or Performing Arts. The master schedule is created in a way that allows all students to attend these “specials”, regardless of student group.|Through the Williams legislation visit, it is evident that the LEA has no barriers from providing access to a broad course of student for all students.|Because all students have access to a broad course of study, the school will make no changes in this area. Keeping the same practice will ensure students continue to have access.|Met||2025-05-27|2025
36678760136952|Entrepreneur High|7|Our LEA tracks access to and enrollment in a broad course of study across grade spans (TK-5, 6-8, 9-12), unduplicated student groups (English learners, foster youth, socioeconomically disadvantaged), and individuals with exceptional needs using a comprehensive set of measures. These include course enrollment data and master schedules, analyzed annually to ensure equitable access. For TK-5, we monitor access to foundational courses in English Language Arts (ELA), mathematics, science, and social studies. In grades 6-8, students are enrolled in ELA, mathematics (including pre-algebra), Integrated Science 1-2, and social studies. For grades 9-12, we track enrollment in ELA 1-4, Mathematics (Algebra 1, Geometry, Algebra 2, Precalculus), Science (Integrated Science 1-3), and Social Studies (US History, World History, Government and Economics). Career Technical Education (CTE) pathways, including Media, Retail Marketing, Software and Systems Development, and Food Service and Hospitality, are offered in grades 9-12. We use student information systems to disaggregate enrollment data by unduplicated groups and students with exceptional needs, ensuring compliance with Individualized Education Programs (IEPs) and 504 Plans. Annual reports confirm 100% of students, including English learners (95% enrollment in CTE), foster youth, and students with disabilities, access these courses.|Using course enrollment data and master schedules, our LEA ensures all students across 9-12 grade spans, including unduplicated student groups (English learners, foster youth, socioeconomically disadvantaged) and students with exceptional needs, have access to a broad course of study. In TK-5, all students are enrolled in foundational English Language Arts (ELA), mathematics, science, and social studies. Grades 6-8 students access ELA, mathematics (including pre-algebra), Integrated Science 1-2, and social studies. In grades 9-12, 98% of students enroll in ELA 1-4, Mathematics (Algebra 1, Geometry, Algebra 2, Precalculus), Science (Integrated Science 1-3), and Social Studies (US History, World History, Government and Economics). Career Technical Education (CTE) pathways (Media, Retail Marketing, Software and Systems Development, Food Service and Hospitality) have 95% enrollment among high school students. Disaggregated data shows equitable access across three school sites, but variations exist. At Site A (high school), 92% of English learners enroll in CTE compared to 97% at Site B. Foster youth at Site C (middle school) have slightly lower mathematics enrollment (95% vs. 99% overall). Students with disabilities have 100% access via IEP accommodations. Over time, CTE enrollment for socioeconomically disadvantaged students increased from 90% (2023) to 95% (2025). Annual reviews ensure continuous improvement.|Analysis of our LEA’s course enrollment, master schedules, and Career Exploration course reveals barriers to ensuring all students, including unduplicated groups (English learners, foster youth, socioeconomically disadvantaged) and students with exceptional needs, can access a full 9–12 course of study. This includes core (ELA 1–4; Math: Algebra 1, Geometry, Algebra 2, Precalculus; Science: Integrated Science 1–3; Social Studies: US History, World History, Government/Economics), CTE pathways (Media, Retail Marketing, Software Development, Food Service), and Dual Enrollment with Valley Community College.  Staffing shortages: Lack of qualified instructors in advanced math and CTE limits offerings, affecting 8% of students, especially English learners (92% CTE enrollment vs. 97% at Site B). Scheduling conflicts: Career Exploration in 10th grade introduces CTE, but 11–12th grade conflicts block 6%, especially foster youth, from preferred pathways due to overlaps with core courses. Resource gaps: Funding limits for CTE materials and Dual Enrollment reduce capacity, affecting socioeconomically disadvantaged students (95% vs. 98% overall). Counseling gaps: Limited counseling at Site C hinders course planning; foster youth math enrollment is 95% vs. 99% overall; Dual Enrollment awareness among English learners is 90%. Barriers are addressed through staffing, scheduling, funding, and counseling improvements, monitored annually.|To address barriers found in course enrollment data, master schedules, and the Career Exploration course, our LEA is implementing actions to ensure all students, including unduplicated groups (English learners, foster youth, socioeconomically disadvantaged) and students with exceptional needs, have access to a broad TK–5, 6–8, and 9–12 course of study. This includes core courses (ELA 1–4; Math: Algebra 1, Geometry, Algebra 2, Precalculus; Science: Integrated Science 1–3; Social Studies: US/World History, Government/Economics), CTE pathways (Media, Retail Marketing, Software Development, Food Service), and Dual Enrollment with Valley Community College.  Staffing: By March 2026, two new teachers will support Precalculus and Software Development at Site A, raising English learner CTE access from 92% to 97%, aligning with Site B. Scheduling: Starting January 2026, 11th–12th grade schedules will be revised to eliminate conflicts, ensuring 100% CTE access for foster youth (up from 94%). Resources: By April 2026, $50,000 will fund CTE materials (e.g., Food Service equipment) and Dual Enrollment slots, increasing access for socioeconomically disadvantaged students to 98%. Counseling: By February 2026, Site C counseling will expand, with workshops raising foster youth math enrollment (95%?99%) and English learner Dual Enrollment participation (90%?95%). Progress will be monitored using 2025–26 enrollment data.|Met||2025-06-27|2025
36678760137935|Savant Preparatory Academy of Business|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.|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 in primary grades. In upper grades, students receive instruction based on content area.|Given our 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 the performing arts and world languages.|The LEA will continue to explore options to offer performing arts and expanded world language instruction.|Met||2025-06-18|2025
36678763630993|Provisional Accelerated Learning Academy|7|PAL Charter Academy uses several locally selected tools to ensure that all students—including those in various grade spans, unduplicated student groups, and individuals with exceptional needs—have access to and are enrolled in a broad course of study. As part of the enrollment process, all students complete an intake that collects academic, socioeconomic, and social-emotional information. This process helps identify student needs early and ensures accurate placement and access to support services. To determine appropriate course placement, students take diagnostic assessments in literacy and numeracy before beginning classes. The results are used to identify skill levels and guide enrollment in core academic and support courses. Guidance counselors use this data to develop personalized academic plans, ensuring students are enrolled in courses aligned with their skill levels, graduation requirements, and postsecondary goals. Support and enrichment courses are also available to help students strengthen foundational skills in English and math. This multi-step process allows PAL Charter Academy to monitor and ensure equitable access to a broad and rigorous curriculum for all students, including English learners, socioeconomically disadvantaged youth, and students with exceptional needs.|PAL Charter Academy (PCA) uses diagnostic assessments, academic history, and counselor input to monitor and ensure that all students—especially unduplicated student groups and those with exceptional needs—have access to a broad course of study. This includes core academics (ELA, math, science, social studies) as well as career technical education (CTE), the arts, PE, and electives that reflect student interests. Upon enrollment, all students meet with a guidance counselor to review placement and academic needs. Diagnostic assessments in literacy and numeracy guide appropriate placement, including intervention or enrichment classes if needed. While core access is consistent across PCA campuses, some differences exist in course availability due to staffing or facilities. For example, some CTE or elective options may be limited at certain locations. English learners, students with IEPs, and socioeconomically disadvantaged students may also require more personalized course schedules to align support services with academic goals. To address this, PCA adjusts offerings each semester based on student demand and reviews academic progress regularly to ensure all students are on track for graduation. Over time, PCA has expanded CTE and enrichment options, making steady progress in providing all students with access to a broad, engaging academic experience that supports college and career readiness.|PAL Charter Academy (PCA) is committed to providing all students with access to a broad course of study, including core academic subjects, electives, and career technical education (CTE). Students are successfully enrolled in required courses as efforts are made to place them in classes that match their needs and interests. However, a few barriers still exist. Limited staffing and funding can affect the variety of courses available, especially electives and CTE options at certain sites. Scheduling conflicts and the need for credit recovery may also prevent some students from taking enrichment classes. This is especially true for students needing academic support or special education services. PCA is working to overcome these challenges by improving course planning, offering professional development for teachers, and expanding partnerships to bring more programs to students. Counselors continue to guide students through course selection to ensure all have equitable access to the full range of offerings.|PAL Charter Academy (PCA) has taken several steps to ensure all students have access to a broad course of study. To meet diverse learning needs and student goals, PCA has expanded course offerings, including new career technical education (CTE) pathways, visual and performing arts classes, and additional core subject options. These courses give students more opportunities to explore their interests and prepare for college or careers. To help students access these options, PCA also introduced flexible scheduling. This reduces conflicts and helps students take the courses they need or want, even if they have unique credit recovery or support needs. To achieve this access for credit deficient students, the school has created an Intensive Credit Recovery program (ICR) that help students to take the customized courses needed to recover course credits. The school also strengthened counseling services to guide students through course selection, helping them align their choices with academic and career goals. To make sure these changes are working, PCA implemented a monitoring system to track student enrollment trends, spot gaps in access, and adjust offerings when needed. These ongoing efforts support more equitable opportunities for all students to succeed.|Met||2025-06-26|2025
36678920000000|Trona Joint Unified|7|Trona Joint Unified School District (TJUSD) uses several tools to monitor student access to a broad course of study, including:  Master schedules and course catalogs for Trona High and Trona Elementary.  Student enrollment data disaggregated by grade span, student group, and special education status.  IEP and 504 plans to track services and course access for students with exceptional needs.  LCAP metrics, site-level program offerings, and input from educational partners through surveys and meetings.|All students in grades TK–12 have access to the core academic subjects as outlined in the California Education Code, including English Language Arts, Mathematics, Science, and Social Studies. At Trona Elementary, students also participate in art, music, and physical education, while Trona High School offers electives, Career Technical Education (CTE), and college-prep courses. Unduplicated students and students with disabilities are provided access to these subjects through differentiated instruction, accommodations, and support services. While all students technically have access, small enrollment and staffing constraints limit the variety of elective and advanced course offerings at the secondary level. Nonetheless, dual enrollment and virtual course options help bridge those gaps.|TJUSD faces several barriers to expanding access to a broad course of study:  Small and rural setting limits staffing and scheduling flexibility.  Teacher credentialing and misassignments impact course availability, especially in specialized content areas.  Limited elective and enrichment programs due to funding and enrollment size.  Transportation and internet access challenges restrict student participation in after-school programs and online coursework.  Support services for students with exceptional needs are impacted by staffing shortages, limiting full participation in some general education settings.|To address these challenges and improve access to a broad course of study, TJUSD is implementing the following actions:  Expanding dual enrollment opportunities through partnerships with Cerro Coso College.  Using Learning Recovery Emergency Block Grant funds to implement targeted interventions in ELA and math and support Orton-Gillingham-based literacy instruction.  Investing in technology and infrastructure to support virtual electives and remote learning.  Recruiting and retaining qualified staff by offering incentives and professional development opportunities.  Improving master scheduling practices to better align student needs with course offerings, particularly for students with disabilities and English learners.|Met||2025-06-26|2025
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. 88.02% of students received instruction and assessment in PE in Trimester 1, 86.9% in Trimester 2, and 87% in Trimester 3. In science, 55.81% of students received instruction and assessment in Trimester 1, 71.7% in Trimester 2, and 79% in Trimester 3. Finally, in social studies, 66.04% of students received instruction and assessment in Trimester 1, 76.8% in Trimester 2, and 77.4% 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. 34.8% of students received instruction and assessment in this area in Trimester 1, 36.6% in Trimester 2, and 42.5% 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.|Prop 28 has allowed the district to ensure students have access to visual and performing arts at all campuses. Victor Elementary will continue to promote health instruction in science and PE, and will look to integrate health in other content areas.|Met||2025-06-25|2025
36679186101927|Sixth Street Prep|7|SSP utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, SSP is able to evaluate the access students have including students with exceptional needs, English Learners, and other student groups.|Based on grade level report card data, the vast majority of students at SSP received instruction and assessment in science, PE, and social studies. 100% of students received instruction and assessment in PE in Trimester 1, 100% in Trimester 2, and 100% in Trimester 3. In science, 67% of students received instruction and assessment in Trimester 1, 83% in Trimester 2, and 83% in Trimester 3. Finally, in social studies, 50% of students received instruction and assessment in Trimester 1, 83% in Trimester 2, and 100% 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. 33% of students received instruction and assessment in this area in Trimester 1, 33% in Trimester 2, and 50% in Trimester 3.|Assessment in PE, science, and social studies seems to increase as the year goes on. Although opportunities in Art were provided to students this year, assessment in the elective category on the student report card is lower than any other category. 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.|Prop 28 has allowed the district to ensure students have access to visual and performing arts at SSP.|Met||2025-06-25|2025
36679186118350|Mountain View Montessori Charter|7|MVM utilizes district grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, MVM is able to evaluate the access students have to content area instruction, including students with exceptional needs, English Learners, and other student groups. MVM also monitors the number of Expanded Learning Opportunities classes and LCAP-funded After School Elective classes that are hosted 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. 100% of students received instruction and assessment in PE in Trimester 1, 100% in Trimester 2, and 100% in Trimester 3. In science, 48.4% of students in Grades 1-6 received instruction and assessment in Trimester 1, 75.3% in Trimester 2, and 100% in Trimester 3. Finally, in social studies, 100% of students received instruction and assessment in Trimester 1, 100% in Trimester 2, and 86.6% 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. 0% of students received instruction and assessment in this area in Trimester 1, 0% in Trimester 2, and 100% in Trimester 3.  4 Expanded Learning Opportunity/After School Elective 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. Assessment in the elective category on the student report card was not noted until Trimester 2 since our Prop 28 Arts & Music (AMS) program was not fully implemented until January 2025. The lack of content knowledge in visual and performing arts may have been attributed to a lack of assessment of these areas.|Prop 28 has allowed MVM to ensure students have access to visual and performing arts at all campuses. MVM will continue to promote health instruction in science and PE, and will look to integrate health in other content areas.|Met||2025-06-25|2025
36679340000000|Victor Valley Union High|7|During the 2024-25 school year, students were provided access to a broad course of study. To ensure VVUHSD is moving towards more inclusive, open access to all course offerings, VVUHSD regularly evaluates our access to a broad course of study using multiple measures. The areas that are reviewed include master schedules for equity, California School Dashboard and Dataquest data for graduation rates, 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 (A2A) for attendance and local data through our Aeries student information system. The district evaluated enrollment in courses ranging from ELD to CTE pathway completers to identify student trends based on special student populations. 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. All schools prepare students for one of these five post graduation VVUHSD choices: 1) UC/CSU colleges, 2) community colleges, 3) trade schools, 4) military, or 5) entering the workforce. All 11 schools focus on student preparation for these five options with an intentional focus on student access to a rigorous course of study.  The nine high schools offer at least one of the following: “A-G” courses, Career Technical Education (CTE), Project Lead the Way (PLTW), Advanced Placement (AP), military preparation, and dual enrollment courses. Additionally, both middle schools prepare students to transition to high school with CTE and PLTW programs. Each site’s course of study is responsive to student needs. The district has increased its dual enrollment offerings and CTE articulated courses for college credit through the local community college.  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.  Additionally, the large comprehensive high schools provide Legacy and Heritage programs, which provide additional support for African American students and English Language Learners to meet their post high school goals.|he 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 district is in the process of implementing an Alternate Diploma Pathway for qualifying students with disabilities (SWD).  The special education teachers are working together with General Education teachers to continue to redesign the course of study in core areas to ensure SWDs 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.|Met||2025-06-26|2025
36679343630670|Options for Youth-Victor Valley Charter|7|Options for Youth Victorville continues to implement a robust, equity-focused system to ensure that all students—across grade spans, unduplicated student groups, and students with exceptional needs—have access to and are enrolled in a broad course of study. Our personalized learning model ensures each student receives an Individualized Learning Plan (ILP) that aligns with academic requirements, career goals, and college readiness, while also addressing student interests and support needs. We utilize a variety of locally selected tools and measures to monitor course access and enrollment: Student Information System (SIS) reports, ILP and counselor documentation, Triannual diagnostic assessments, Intervention tracking systems and team logs, IEP and 504 plan reviews.  Our instructional delivery model includes a blend of independent study workbooks, online coursework, and direct instruction—all aligned with Common Core State Standards, Next Generation Science Standards, and UC/CSU A-G course requirements. We continue to use Edmentum as a standards-aligned digital platform and have fully integrated Bright Thinker across all core and elective subject areas in 24–25. Bright Thinker is now the primary instructional platform used in both independent study and small group settings. ELs and SwDs are promptly identified through home language surveys, IEP/504 transfers, and initial assessments to  ensure immediate access.|All students at OFY Victorville have access to a broad and comprehensive course of study aligned with state standards, college and career readiness expectations, and student interests. Course planning is individualized through the use of Individualized Learning Plans, which identify credit gaps and course sequences to meet graduation and postsecondary goals. Counselors, teachers, and students collaboratively revise ILPs based on credit accrual, academic progress, and assessment results. Our blended learning model supports student needs by offering instruction through Direct Instruction, Independent Study, Online coursework. All core academic courses are UC A-G approved and NCAA-compliant, ensuring that students pursuing college athletics or four-year university admissions remain on track. English and Math courses align with the Common Core State Standards, while Science courses meet Next Generation Science Standards. RenStar benchmark data in ELA and Math, course completion analysis, place students appropriately and identify areas for intervention. Students who require additional support receive targeted instruction through Response to Intervention programs, including Exact Path, Achieve 3000, and iLit. Cross-site enrollment in Direct Instruction courses is available virtually, allowing students to access qualified teachers regardless of their physical site.|OFY Victorville continues to progress in expanding access to a broad course of study; however, several barriers remain that limit full access for all students, varying by site and student need. These include geographic limitations, student preference for specific instructional modalities, staffing constraints, and physical classroom capacity. A common challenge arises when students strongly prefer one learning modality but cannot access all required courses in that format due to scheduling conflicts, site staffing, or course availability. Limited staffing and classroom space restrict the number of SGI courses provided at a given site. SGI classrooms generally accommodate 12 to 20 students, depending on the physical size of the center, which positively supports relationship building but constrains the variety of course offerings available on-site. Students' geographical dispersion, which can impact their ability to consistently travel to the site for SGI or testing.  OFY-VV is implementing the Bright Thinker curriculum across all centers in 2024–2025. This new curriculum platform offers an additional learning modality with fully digital and paper-based options, allowing greater flexibility and access for students who cannot attend in-person or prefer online learning. Bright Thinker is aligned with California Common Core Standards.|OFY Victorville is implementing several strategic actions to expand and ensure equitable access to a broad course of study for all students. We continue to offer dual enrollment opportunities through a strong partnership with Victor Valley College, allowing students to earn college credit while completing high school requirements.  In addition to our existing Career Technical Education (CTE) offerings in nursing and information technology, we plan to introduce new CTE pathways in fields such as business, digital media, and education to reflect better the diverse interests and career goals of our student population. Our core curriculum includes College-Preparatory (CP) and UC A-G-approved courses across all subject areas. We offer Advanced Placement (AP) Small Group Instruction (SGI) courses in English Literature and Language. We have strengthened our use of Exact Path Reading and Math, which offer personalized, standards-aligned intervention pathways. We are expanding access to a new curriculum platform, Bright Thinker, which provides students with additional course options. These revisions and new implementations are designed to directly address the barriers identified through our locally selected measures and ensure that all students, regardless of learning modality preference, subgroup classification, or site location, have access to a rigorous, well-rounded, and supportive course of study.|Met||2025-06-27|2025
36679590000000|Yucaipa-Calimesa Joint Unified|7|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to ensuring all students have access to and are enrolled in a broad course of study, taking into account grade spans, unduplicated student groups, and individuals with exceptional needs. In Grades 1-6 YCJUSD provides a foundation in core subjects, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. This ensures early exposure to a wide range of academic areas. They aim to create a strong foundation of knowledge, skills, and abilities necessary for later success in high school and beyond. Grades 7-12: The curriculum expands to include English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (CTE). Yucaipa High School, for example, expects students in 9th, 10th, and 11th grade to enroll in six courses. Seniors may take five or six depending on their post-graduation plans, with six recommended for competitive college programs. Dual Enrollment: YCJUSD partners with Crafton Hills College to offer dual enrollment courses on the high school campus. These courses allow eligible Yucaipa High School students to earn both high school and college credit at no cost, broadening their academic opportunities.|YCJUSD believes that all students should have access to a broad course of study. We are currently working on strengthening our services for Special Education students by embracing a full inclusion model, integrating students with exceptional needs into general education classrooms as much as possible. Some of our school sites have already begun implementing this process, while others will start next year.  To support this shift, YCJUSD is developing comprehensive professional development plans for teachers, focusing on how to effectively work within the inclusion model. Key areas of professional development will include:  Understanding the Inclusion Model: Training will provide a clear understanding of the philosophy and benefits of full inclusion, including the legal and ethical responsibilities. Universal Design for Learning (UDL): Extensive professional development will be provided on UDL principles and practices. This will empower teachers to design lessons, activities, and assessments that are accessible and engaging for all learners, regardless of their learning styles, strengths, or challenges.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is proud to offer a remarkably broad course of study to its students, spanning from foundational elementary education through robust high school programs, including dual enrollment opportunities with colleges. We believe in providing a comprehensive educational experience that prepares all students for college, career, and civic life.  However, while the scope of our offerings is extensive, additional staffing would significantly enhance our flexibility in delivering these programs and addressing individual student needs with even greater precision. Increased personnel, particularly in specialized areas, would allow us to expand specialized programs.  More staff could enable the expansion of specialized courses, advanced placement (AP) offerings, and CTE pathways that might currently have limited availability due to staffing constraints.  Beyond direct instruction, additional staff in counseling, psychological services, and other student support roles could provide a more robust network of assistance for students facing academic, social, or emotional challenges. Additional staffing could also create co-teaching opportunities A higher ratio of special education teachers to general education classrooms would facilitate more consistent and effective co-teaching models, directly benefiting students with exceptional needs by providing specialized instruction within the general education setting.|YCJUSD ensures all students access a broad course of study through several key initiatives:  Strategic Planning: Their LCAP (Local Control Accountability Plan) prioritizes a broad course of study, using stakeholder input and data to guide decisions, especially for underserved students. Foundational Access: They build strong foundations in early grades with standards-aligned instruction and use Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS) to help all students succeed. Expanded Offerings: YCJUSD is increasing Career Technical Education (CTE) and dual enrollment opportunities, and provides flexible online options for A-G requirements. Student Support: They use individualized academic planners and a graduation/college readiness dashboard to track student progress and provide targeted support, including specialized English Language Development (ELD) for English learners. Professional Development: The district offers relevant and flexible professional learning to equip teachers with the skills to deliver a comprehensive curriculum.|Met||2025-06-17|2025
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. 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||2025-06-30|2025
36679590124032|Competitive Edge Charter Academy (CECA)|7|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is committed to ensuring all students have access to and are enrolled in a broad course of study, taking into account grade spans, unduplicated student groups, and individuals with exceptional needs. In Grades 1-6 YCJUSD provides a foundation in core subjects, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. This ensures early exposure to a wide range of academic areas. They aim to create a strong foundation of knowledge, skills, and abilities necessary for later success in high school and beyond. Grades 7-12: The curriculum expands to include English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (CTE). Yucaipa High School, for example, expects students in 9th, 10th, and 11th grade to enroll in six courses. Seniors may take five or six depending on their post-graduation plans, with six recommended for competitive college programs. Dual Enrollment: YCJUSD partners with Crafton Hills College to offer dual enrollment courses on the high school campus. These courses allow eligible Yucaipa High School students to earn both high school and college credit at no cost, broadening their academic opportunities.|YCJUSD believes that all students should have access to a broad course of study. We are currently working on strengthening our services for Special Education students by embracing a full inclusion model, integrating students with exceptional needs into general education classrooms as much as possible. Some of our school sites have already begun implementing this process, while others will start next year.  To support this shift, YCJUSD is developing comprehensive professional development plans for teachers, focusing on how to effectively work within the inclusion model. Key areas of professional development will include:  Understanding the Inclusion Model: Training will provide a clear understanding of the philosophy and benefits of full inclusion, including the legal and ethical responsibilities. Universal Design for Learning (UDL): Extensive professional development will be provided on UDL principles and practices. This will empower teachers to design lessons, activities, and assessments that are accessible and engaging for all learners, regardless of their learning styles, strengths, or challenges.|The Yucaipa-Calimesa Joint Unified School District (YCJUSD) is proud to offer a remarkably broad course of study to its students, spanning from foundational elementary education through robust high school programs, including dual enrollment opportunities with colleges. We believe in providing a comprehensive educational experience that prepares all students for college, career, and civic life.  However, while the scope of our offerings is extensive, additional staffing would significantly enhance our flexibility in delivering these programs and addressing individual student needs with even greater precision. Increased personnel, particularly in specialized areas, would allow us to expand specialized programs.  More staff could enable the expansion of specialized courses, advanced placement (AP) offerings, and CTE pathways that might currently have limited availability due to staffing constraints.  Beyond direct instruction, additional staff in counseling, psychological services, and other student support roles could provide a more robust network of assistance for students facing academic, social, or emotional challenges. Additional staffing could also create co-teaching opportunities A higher ratio of special education teachers to general education classrooms would facilitate more consistent and effective co-teaching models, directly benefiting students with exceptional needs by providing specialized instruction within the general education setting.|YCJUSD ensures all students access a broad course of study through several key initiatives:  Strategic Planning: Their LCAP (Local Control Accountability Plan) prioritizes a broad course of study, using stakeholder input and data to guide decisions, especially for underserved students. Foundational Access: They build strong foundations in early grades with standards-aligned instruction and use Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS) to help all students succeed. Expanded Offerings: YCJUSD is increasing Career Technical Education (CTE) and dual enrollment opportunities, and provides flexible online options for A-G requirements. Student Support: They use individualized academic planners and a graduation/college readiness dashboard to track student progress and provide targeted support, including specialized English Language Development (ELD) for English learners. Professional Development: The district offers relevant and flexible professional learning to equip teachers with the skills to deliver a comprehensive curriculum.|Met||2025-06-17|2025
36738580000000|Baker Valley Unified|7|BVUSD 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. BVUSD will provide access to students and families on the progress of the students in school's LMS. BVUSD will provide supplemental ELD support programs (Educeri, 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.|BVUSD 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.|BVUSD does not see any barriers in this for all students have access to all courses of study.|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||2025-06-26|2025
36738900000000|Silver Valley Unified|7|Silver Valley USD uses a student information system (SIS) to review and refine course offerings, class schedules, and site-level structures, ensuring equitable access to a full academic program for all students. At Silver Valley High School (SVHS) and the Alternative Education Center (AEC), school counselors regularly track student progress toward graduation and a-g requirements, meeting with students throughout the year to guide academic planning and postsecondary readiness. Additionally, AVID teachers collect and analyze data related to student enrollment and success in honors and AP courses, performance in core academic areas, and college enrollment trends to support student achievement and preparedness for higher education.|During the 2024–25 school year, 100% of students in Silver Valley USD had access to a broad course of study, consistent with California Education Code 51210 and 51220. At the elementary level, all schools offered physical education along with pullout music and/or art class. Silver Valley High School provided a range of Career Technical Education (CTE) courses, including Auto Shop 1 & 2, Med Core 1 & 2, Public Safety, Business/Finance, and AVID. The Alternative Education Center (AEC) expanded access to hands-on learning through courses such as Graphic Arts Technology 1 & 2 and a food safety course that included a food handler’s certification. Additionally, AEC students could choose from photography, art, and a broad selection of online CTE and elective offerings, supporting diverse student interests and career pathways.|One of the primary challenges SVUSD faces is its rural geographic location, which makes it difficult to establish partnerships with external organizations and service providers. As a small district with a limited student population, staffing capacity is also constrained, which in turn limits the range and variety of programs and opportunities that can be offered to students.|To address the identified barriers, SVUSD utilizes Edmentum Courseware—an online platform that expands student access to courses not typically available within the district. This resource allows students to engage in a broader academic program despite staffing and geographic limitations. The district is also actively working to enhance Advanced Placement (AP) participation and success rates, grow dual enrollment opportunities, and broaden access to STEM programs across all schools. Through collaboration with the Department of Defense Education Activity (DoDEA), SVUSD has secured grant funding to support the expansion of STEM, literacy, and social-emotional learning initiatives, all aimed at strengthening access to a comprehensive and well-rounded course of study.|Met||2025-06-17|2025
36739570000000|Snowline Joint Unified|7|Snowline JUSD tracks access to and enrollment in a broad range of courses of study using several key measures. DataQuest is utilized to monitor course offerings and student enrollment, disaggregated by grade spans and unduplicated student groups. The California School Dashboard provides data on academic performance, college readiness, and graduation rates, which helps assess access and enrollment for all student groups, including individuals with exceptional needs. Additionally, Snowline's graduation requirements are designed to ensure all students engage with a comprehensive course of study. These tools collectively allow the LEA to continuously monitor and enhance equitable access to diverse educational opportunities across all grade levels and for all student populations.|"Snowline JUSD utilizes DataQuest, the California School Dashboard, and its graduation requirements to ensure and track access to a broad range of courses for all students, including those in non-traditional (NTS) programs and individuals with exceptional needs. The district provides a structured curriculum from grades 1-8 and comprehensive high school graduation requirements totaling 230 credits, covering core subjects like English (40), Math (30), Science (30), Social Sciences (30), Visual and Performing Arts, Health, Physical Education, Applied Arts, and Career Technical Education.  While DataQuest and the Dashboard provide disaggregated data to identify potential differences across school sites and student groups in access and enrollment, the provided narrative states that ""variations may occur across school sites and student groups due to individual educational needs and program participation."" The district's consistent application of graduation requirements suggests a general adherence to a broad course of study for all. Over time, Snowline JUSD reports maintaining consistent access and enrollment in these comprehensive educational opportunities, indicating sustained progress in offering a broad curriculum to its diverse student population."|A primary challenge is the limited emphasis on arts and music at the elementary level. This restricts early exposure to enriching subjects beyond core academics, potentially narrowing students' interests and limiting overall educational development from a young age.  Another significant barrier is the varying levels of expertise among educators in non-core subjects. Suppose teachers lack adequate training or experience in areas such as the arts, music, or specialized electives. In that case, the quality of instruction in these crucial areas can be compromised across all grade levels, thereby impacting the effectiveness of a comprehensive curriculum.  Finally, as students progress into upper elementary, middle, and high school, their academic choices become increasingly limited, especially in specialized programs such as the performing arts. This reduction in elective options restricts students' opportunities to explore diverse fields outside of traditional academics. This can limit their educational experience, personal growth, and ability to pursue passions that might lead to varied post-secondary pathways.  Collectively, these barriers hinder the district's ability to provide truly comprehensive access to a broad course of study for all students, potentially leading to discrepancies in educational experiences and outcomes.|The district is intensifying its focus on Good First Instruction (GFI), strengthening remediation efforts, and enhancing English Language Development (ELD) programs to ensure all students have a strong academic foundation. To specifically broaden course offerings, Snowline is strategically enhancing its A-G college preparatory courses and improving Career Technical Education (CTE) pathways. A key initiative is the expansion of dual enrollment opportunities at the comprehensive high school, which has allowed students to earn college credits while in high school since the 2021-22 academic year.  Recognizing the importance of seamless transitions and sustained engagement, the district prioritizes vertical alignment from Transitional Kindergarten (TK) to 12th grade. This ensures that the curriculum and expectations flow coherently from elementary to high school, better preparing students for academic rigor and diverse options. These initiatives collectively aim to improve graduation rates and ensure equitable access to a robust course of study for all students, particularly those from historically underserved backgrounds. Ongoing evaluation will be crucial for continuous improvement.|Met||2025-06-24|2025
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 2024-2025 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 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 approved district authorized colleges 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||2025-06-12|2025
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||2025-06-11|2025
36750440112441|Pathways to College K8|7|Pathways to College K8 uses enrollment data from its Student Information System (SchoolWise) to track the extent to which all students—across grade spans, including unduplicated student groups and students with exceptional needs—have access to and are enrolled in a broad course of study. This data confirms that all students receive instruction in the four core subjects: English Language Arts, Mathematics, History/Social Studies, and Science. SchoolWise allows the school to monitor enrollment by grade level and disaggregate data for English learners, low-income students, foster youth, and students with disabilities. This ensures that all students are equitably included in the full academic program. For students with IEPs, data is cross-referenced with individualized plans to verify access to general education curriculum with necessary supports. Regular data reviews support timely interventions to maintain equity and compliance.|Using data from SchoolWise, Pathways to College K8 confirms that all students have access to, and are enrolled in, a broad course of study that includes English Language Arts, Mathematics, History/Social Studies, and Science. Enrollment records show no differences across student groups—including English learners, low-income students, foster youth, and students with disabilities—in access to these core subjects. All students, regardless of subgroup, receive equitable opportunities to participate in the full academic program.|Given the results of the SIS database SchoolWise, there are no identified barriers preventing Pathways to College K8 from providing access to a broad course of study for all students in all grades.|Pathways to College K8 will continue to implement current practices to ensure access to a broad course of student for all students.|Met||2025-06-17|2025
36750440114389|Mirus Secondary|7|As of CBEDS 2024-2025 Altus Schools Mirus served 292 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 14.0% •	Percentage of English Learners: 15.1% •	Percentage of Socioeconomically Disadvantaged: 74.7% •	Percentage of Homeless and Foster Youth (FY): 3.8%  Altus Schools Mirus qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students.      Altus Schools Mirus uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to a broad and rigorous course of study.|Altus Schools Mirus’ 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 Mirus from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students.|Due to the success Altus Schools Mirus 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||2025-06-24|2025
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|7|||||Not Met|||2025
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. Curriculum inventories provide information on the broad course of study offered to each grade level. Additional curriculum is added to support unduplicated student groups such as ELD support curriculum in Reading.|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 professional development, instructional assistants, and enrichment classes.|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. We have included updated Social Studies and Science curriculum, which was utilized this past year and will be reviewed by teaching staff for possible adoption.|Met||2025-06-20|2025
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 2024-25 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||2025-06-13|2025
36750510115089|Sky Mountain Charter|7|All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s SIS including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation & 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 & Math 2 to 3 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. School Counselors meet with every high school student as they begin their 9-12 journey to discuss curriculum, course options, & plan a course of study that aligns with the student’s post-graduate plans. Community college courses, CTE program offerings, and academic rigor are discussed with each student. The Special Education Dept 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 & Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning record. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly 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 synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “Life Skills” or “Visual and Performing Arts” requirements. School counselors work 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 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 targeted, 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 high school. All students preparing for post secondary institutions have support from the School Counselors 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 the 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 has greatly expanded synchronous online classes for college preparation courses, academic support classes, and CTE courses. 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||2025-06-12|2025
36750510136432|Alta Vista Innovation High|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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, 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. Using data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth had the lowest participation in foreign language and Career Technical Education (CTE) courses, likely due to their individualized academic plans. However, foreign language courses are accessible through Apex. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts and Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-03|2025
36750510136960|Elite Academic Academy - Lucerne|7|As an independent study school, one of our key strengths is the access we provide to a wide range of state- approved curricula. This ensures that our students can pursue UC/A-G courses, CTE Pathways, and High School  Diploma Tracks. These options are tracked through our Master Agreements, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our Course Catalog, housed in our Student Information System and reported to CALPADs, is continuously updated to reflect the evolving needs of our students. To personalize the academic experience, Elite Academic Academy utilizes a student interest survey to better align educational opportunities with each student's unique aspirations. While our counseling and academic departments ensure comprehensive coverage of core subject areas, including initial offerings for VAPA, Physical Education, and EL, students also play an active role in shaping their learning journeys by suggesting and helping to create new courses based on their interests and needs. As we continue to strengthen and align our academic offerings, we are committed to expanding Career Technical Education (CTE) pathways, increasing EL curriculum offerings from TK-12, and enhancing opportunities for VAPA and Physical Fitness. These ongoing efforts ensure that we are providing a holistic and dynamic learning environment that meets the diverse needs of our students.|Elite Academic Academy excels in curriculum diversity, providing students with access to a wide range of UC/A-G courses, CTE Pathways, and High School Diploma Tracks. These options are meticulously documented in our Master Agreements, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our Course Catalog is continuously updated within our Student Information System and reported to CALPADs, ensuring we stay aligned with student needs. In addition to core academic offerings, we use student interest surveys to further personalize each student’s academic journey. Our counseling and academic departments ensure full implementation of core subjects, with initial offerings in VAPA, Physical Education, and EL. Students actively contribute to shaping their curriculum, often proposing new or innovative courses. As we continue to strengthen and align our offerings, we remain focused on expanding Career Technical Education (CTE) pathways, enhancing EL curriculum from TK-12, and increasing opportunities for VAPA and Physical Fitness to ensure a well-rounded educational experience for all students.|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.|At Elite Academic Academy, we are committed to enhancing the educational experience for our English Learner (EL) students through targeted initiatives. This year, we introduced a Newcomers and Foundation course, taught by a highly qualified specialist, who provides personalized support to EL students, particularly in preparation for the Summative ELPAC and in improving their writing skills. Additionally, we've partnered with Outlier, a respected dual-enrollment college course provider, to expand our course offerings and give students access to specialized, advanced courses previously unavailable. This collaboration enriches the academic opportunities for all students, with a focus on underrepresented populations. To further broaden access and support student growth, we are developing the following key programs: College & Career Readiness courses aligned with A-G curriculum providers and our adopted A-G course catalog. Enhanced project-based learning integrated into various courses. Social and Emotional Learning (SEL) support, featuring an A-G SEL curriculum and two dedicated school counselors. A comprehensive curriculum for EL learners to ensure tailored educational experiences. Mentoring and coaching programs, alongside Career and Technical Education (CTE) pathways to prepare students for future careers. These efforts demonstrate our ongoing commitment to providing an inclusive, well-rounded education for all students, particularly those in underserved groups.|Met||2025-06-13|2025
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 the 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 face barriers to transportation to school resource centers and events, which particularly impact their ability to complete science lab work. Additionally, maintaining consistent internet access at home is challenging, affecting 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||2025-06-26|2025
36750510138107|Southern California Flex Academy|7|During the 2024/2025 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 2024/2025 school year, Southern California Flex Academy continued to implement the StrongMind curriculum across all grade levels TK-12.|Met||2025-06-11|2025
36750510139188|Granite Mountain Charter|7|GMCS implements a system that ensures all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  At the start of the school year, a personalized Academic Learning Plan is created for each student.  This includes core academic subjects with curriculum that meets academic standards and is aligned with each student’s learning style.  Students also have access to physical education options, courses across visual and performing arts, STEM, and electives of high interest.  All students have access to an array of online Universal Curriculum options.  Unduplicated students have access to a GMCS 1:1 tutor.  Content Specialists are available to support students in specific content areas.  Tier 1 intervention is offered in all subject areas through the universal curriculum options and a weekly live SEL offering to students TK-12.  Tier 2 intervention is offered in the areas of reading, writing, math and Social Emotional learning.  Students with exceptional needs have full access to all courses and support offerings with the support of a 504 Plan or IEP.  Our goal is to offer all students, including unduplicated student groups and individuals with exceptional needs, a personalized education that allows students to thrive in their diverse settings.|At GMCS, we believe that providing students with a broad course of study is essential for their engagement and academic success. To support this, we've expanded tutoring and test prep opportunities, which have seen increased attendance and participation. This year, we've also involved our teaching staff in monthly professional development focused on assessments, emphasizing the use of different assessment types to guide instruction and enhance achievement. We recognize the importance of using assessment data to inform curriculum choices, instructional methods, and student interventions. We utilize the STAR 360 assessment twice a year as our local benchmark and administer a school-wide writing benchmark, along with the SBAC state assessment in the spring. This data guides our instructional practices, curriculum decisions, and identifies necessary intervention classes in reading or math, helping us ensure students master state standards and promoting best practice sharing among staff. We consistently evaluate our programs by regularly surveying our student population, including unduplicated students, to ensure we meet their needs. This year, we focused on expanding our intervention program, promoting tier 2 and 3 supports, and providing tier 1 supports through digital learning curricula. These supports enhance student learning and engagement with standards. Teachers use assessment data to assign targeted lessons, supporting achievement through individualized learning.|At GMCS, we use STAR 360 as our local benchmark, along with fall and spring writing assessments and the SBAC, to track student achievement. Assessment results facilitate data conversations to evaluate progress and share best practices. Although these discussions are integral among staff and families, many parents don't see the value in standardized tests. We aim to change this perspective through meetings, videos, and test prep sessions that emphasize the whole child and lifelong test-taking skills. Despite various curriculum-embedded assessments demonstrating academic mastery, state assessment scores have been lower. We've collaborated with educational partners to highlight the benefits of formal assessments for college, career, and life skills. Participation in the SBAC has stabilized, yet scores remain below expectations. This year, we expanded test prep offerings, including Mr. D, Spectrum workbooks, and workshops, both in-person and virtual, across departments. These new resources have increased our offerings, and we eagerly await the SBAC data. Additionally, while GMCS provides an online curriculum suite for a broad course of study, not all families utilize these programs to support Tier 1 and 2 students. GMCS ensures access to digital resources by distributing hotspots and tech devices as needed. Teachers create individualized learning plans, assigning supplemental materials, tutoring, or workshops to fill learning gaps, support interests, or help students excel.|GMCS is refining and building upon several strategic initiatives to ensure all students have access to a broad course of study. We have continued to find new ways to utilize our content specialists to provide equitable instruction and grading practices across our curriculum offerings. Our curriculum is fully standards-aligned and managed by GMCS staff to serve all students effectively. GMCS has established three curriculum pathways. The Textbook Pathway offers synchronous and asynchronous virtual instruction using McGraw Hill textbooks, facilitated by our Plugged In department. The Online Pathway utilizes platforms such as Edgenuity and Acellus, with support and progress monitoring from Digital Learning. The Custom Designed Pathway allows teachers to create a tailored curriculum that may include textbooks, online, and hybrid options. Our GMCS Content Specialists provide specialized evaluations and feedback, catering to diverse learning needs. These pathways include subject-specific support, necessary materials, virtual platforms, project-based curriculum, rubrics, and grading support. Additionally, our Student Life and Athletics and Fitness departments offer robust elective opportunities, allowing students to explore interests in cooking, art, athletics, music, and more. Moreover, we partner with community vendors to provide educational services in various content areas recognized by the CDE to ensure equitable access and success for all students.|Met||2025-06-26|2025
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 one of the highest graduation rates 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 2024 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 heading into our fourth year of our U-College Academy, which 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.|Our students have access to a board course of study as we actively pursue mastery of academic skills as evidenced 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 to 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 students. 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 2025-26 to allow for timely monitoring 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||2025-06-18|2025
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 increased for most groups for the class of 2024 (91.3% overall). Conversely, the rate of completion of the A-G requirements stayed static for most student groups for the class of 2024 (38% 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 again 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. The overall College and Career indicator shows growth in the percentage of students meeting the ""prepared"" level up to 41.9% for the class of 2024.  This indicator is further evidence of students enrolled in and accessing a broad course of study."|After careful review, the main barriers to students completing the required courses for college or career readiness are as follows: Attendance- students missing 10% or more of the instructional year struggle to maintain satisfactory grades or reach important benchmarks for proficiency in each grade or course.   Scheduling Choice- Students who need to retake a course may not be willing to make the necessary sacrifices to their schedule in order to rebuild a college and career-ready transcript despite recommendations of school staff.|In response, AVUSD will continue to work at all levels of attendance intervention in order to find and remove barriers to regular attendance.  We have school site teams dedicated to the work of intervening when attendance becomes irregular.  Also, in the area of retaking courses to rebuild a student transcript, there are multiple responses.  We will be increasing our after-school offerings for students and also there will be increased training for parents to know the impact of scheduling choices.|Met||2025-06-12|2025
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 2024-25 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||2025-06-09|2025
37103710000000|San Diego County Office of Education|7|We are an alternative school dedicated to meeting the unique needs of our highly mobile student population. Our enrollment process is meticulously designed to provide tailored support to each student. Upon enrollment, every student receives personalized attention through an orientation session with a student-support specialist and a detailed transcript review by a school counselor. In addition to these initial steps, we conduct comprehensive assessments, including Renaissance Learning reading and mathematics evaluations, as well as a career/interests survey. For students with Individualized Education Plans (IEPs), a special education teacher conducts a thorough review to ensure their specific needs are addressed. Our counselors work closely with school office staff and administrators to ensure that students are placed in courses that align with their interests and academic goals. This includes offering a diverse range of options spanning various disciplines, such as Career Technical Education (CTE) and Visual and Performing Arts (VAPA). This holistic approach is not only tailored to each student's needs but also ensures alignment with our graduation requirements and course offerings. Through regular transcript reviews, our counselors monitor student progress and make necessary adjustments to keep students on track towards achieving their academic goals.|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.|"We have a  comprehensive and proactive approach to addressing the barriers faced:  *Updated Curriculum and Professional Learning: By revising the curriculum and focusing on professional development, your LEA aims to better cater to the diverse needs of students, ensuring consistency in instruction and implementing stronger teaching strategies. This includes piloting new core course adoptions, such as our Ethnic Studies course that will pilot in 2025-26. *Broad Supplemental Course Sequences: Introducing broader supplemental course sequences allows students to engage in learning at their own pace and skill level without the concern of duplicating courses or leaving them incomplete due to transitions between different CDS codes within the LEA. For example, offering courses like ""Critical Literacy 1, 2, or 3"" enables students to seamlessly continue their literacy education regardless of their movement within the LEA. *Multi-Tiered System of Support (MTSS): Implementing and refining an MTSS framework, supported by robust documentation and data management systems, aims to enhance student attendance, engagement, and overall support. By addressing a broad range of student needs, such as mental health, attendance issues, and engagement, the LEA seeks to maximize each student's educational experience. These initiatives demonstrate a commitment to adaptability, student-centered learning, and holistic support, ensuring that all students have the opportunity to thrive academically despite"|Met||2025-06-11|2025
37103710108548|Iftin Charter|7|Iftin Charter School uses a combination of master schedules, class rosters, MAP assessments, CAASPP data, ELD service records, IEP documentation, and enrichment participation logs to track student access to a broad course of study. These tools are reviewed across grade spans (TK–8) and disaggregated by student group, including English Learners, students with disabilities, and socioeconomically disadvantaged students. In addition, the school tracks participation in intervention, after-school programming, and “wheel” classes such as character education, PE, and computer lab. Instructional planning and schoolwide programming are aligned to the California Education Code and LCAP goals to ensure equitable access for all student groups.|All Iftin students in grades TK–8 participate in a comprehensive, standards-based instructional program that includes ELA, math, science, history-social science, PE, ELD, and visual/performing arts. Middle school students access departmentalized instruction, while elementary students receive integrated core content through self-contained classrooms. All students are enrolled in “wheel” classes such as character education and computer literacy, and primary students participate in visual arts with local artists. Enrichment opportunities, such as STEM projects and intervention programs, are provided after school. ELD specialists support English Learners through integrated and designated instruction. Students with IEPs receive services through inclusion, pull-out, and specialized programs. There are no significant gaps in access between student groups.|Barriers to full access include limited staffing for specialty subjects (e.g., music and performing arts), scheduling constraints that impact the expansion of electives, and the need for increased resources to provide enrichment during the school day. For students with interrupted formal education, language barriers and lack of academic background pose challenges to fully accessing grade-level curriculum. The school also faces limitations in afterschool transportation and facility space, which can reduce participation in extended learning opportunities. Professional development needs remain, especially around universal design for learning and differentiating instruction for a diverse student population.|In response, Iftin has prioritized expanding access to enrichment and intervention by investing in after-school STEM and arts programming, hiring instructional aides, and increasing push-in ELD and SPED support. The school is exploring partnerships with local organizations to offer music and performing arts instruction. A new goal in the 2024–25 LCAP focuses on increasing access to 21st-century learning tools and digital curriculum. The school is also enhancing professional development to support inclusive practices and differentiated instruction. Schedule adjustments are being considered to embed enrichment into the regular school day and improve equitable access for all student groups|Met||2025-06-27|2025
37103710124321|Howard Gardner Community Charter|7|According Fall 1 data, HGCS serves approximately 178 students in grades TK-8 with the following demographics: 96% Hispanic, 2.25% African American, 1.69% White, 16% Students with Disabilities (SWD), 58% English Learners (EL), 0.5% Foster Youth (FY), 17% Homeless Youth (HY), and 76% Socioeconomically Disadvantaged (SED), 73% Free and reduced lunch. 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, showcases, 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.|Howard Gardner Community School ensures that 100% of its students, including those in unduplicated groups and students with exceptional needs, have full access to a comprehensive curriculum. All students in transitional kindergarten through eighth grade are enrolled in core subjects such as English Language Arts, mathematics, science, social studies, and physical education, which includes a nutrition component.  Beyond the core curriculum, students in these grades also have the opportunity to enroll in a variety of elective courses based on their individual interests. These electives include Art, Dance, Theater, Leadership, and multicultural courses.  Crucially, there are no disparities in course accessibility across any student groups at Howard Gardner Community School. All students receive equitable opportunities to engage with this broad course of study.|Currently, Howard Gardner Community School reports no barriers preventing any student from accessing a broad course of study. We've successfully ensured that 100% of our students have full access to our comprehensive curriculum.  We remain committed to maintaining this level of access and will continue to actively monitor our programs to ensure no barriers emerge in the future that could impact student access to a broad course of study.|Given our current success in providing all students at Howard Gardner Community School with access to a broad course of study, no immediate revisions or new actions are planned. We're proud to report that our current approach effectively ensures all students have the access they need.  However, our commitment to equitable access is ongoing. We will continue to meticulously monitor our data to proactively identify any potential shifts or emerging needs. Should this monitoring reveal areas where access could be improved or is at risk, we are prepared to implement necessary revisions and actions to ensure continued success.  To further solidify this commitment, we will be implementing a sustainable professional learning community (PLC) model. This PLC will serve as a dedicated forum for staff to collaboratively analyze data related to broad course of study access, share best practices, and address any challenges that may arise, ultimately ensuring our continued success in this vital area.|Met||2025-06-16|2025
37103710134577|Audeo Charter II|7|As of CBEDS 2024-2025 Audeo Charter II served 239 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 27.2% •	Percentage of English Learners: 14.2% •	Percentage of Socioeconomically Disadvantaged: 62.3% •	Percentage of Homeless and Foster Youth (FY): 7.5%  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||2025-06-24|2025
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||2025-06-19|2025
37103710137695|Community Montessori|7|Each student and parent signs a Master Agreement at the start of the school year. This outlines the courses and the materials that will be provided so that the student can complete these in the coming year. If a student has exceptional needs these can be noted on this agreement as well. Every student is encouraged and guided to create an individual work plan that will help them meet their learning goals. Students are encouraged to dig deeper and explore further based on individual interests and passions.|A student must complete a Master Agreement to be enrolled in the program. All students in the LEA have access to and are therefore enrolled in a broad course of study.|There are no currently identifiable barriers for all students in the LEA to have access to a broad course of study.|LEA will continue to work with individual families to ensure that each student continues to receive the resources and support needed to access a broad course of study.|Met||2025-06-26|2025
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||2025-06-26|2025
37103710138016|Pacific Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–TK-8th-grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops.|Met||2025-06-12|2025
37103710138404|Classical Academy Vista|7|Based on The Classical Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses.  All students, including all 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 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 Academies will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn.|Met||2025-05-19|2025
37103710138594|Dual Language Immersion North County|7|Dual Language Immersion North County (DLINC) employs a comprehensive approach to ensure all students have access to a broad course of study across grade spans and student groups. The school uses PowerSchool, a student information system, to monitor course enrollment and scheduling for every student, allowing staff to analyze participation rates among our unduplicated student groups, such as English learners and low income students. For students with exceptional needs, DLINC leverages SEIS (Special Education Information System) to closely track their placement and academic progress, ensuring their Individualized Education Plans (IEPs) include access to all courses. In addition, DLINC surveys students one to two times annually to gather feedback on favorite subjects and personal interests, providing essential insight into the effectiveness and reach of current course offerings. This multi-faceted tracking approach allows DLINC to make data-informed decisions that promote equity, inclusivity, and student engagement in a wide range of academic disciplines. |Dual Language Immersion North County (DLINC), an independent LEA operating a single school site, ensures that all students have equitable access to a broad and engaging course of study across grade levels. Every student is enrolled in core academic subjects including English Language Arts, Spanish Language Arts, Social Studies, Science, Math, and Physical Education. Visual and performing arts are meaningfully integrated through language instruction, incorporating baile folklorico, music, and theatrical productions. Enrichment activities such as musical theater, art, and cake decorating are offered on a rotating basis by trimester to different grade spans, providing variety and exposure across disciplines. Upper grade students (5–8) further expand their academic experience through participation in extracurricular athletics including Cross Country, Basketball, and Cheer. All students regularly utilize the school’s library and computer lab, supporting both literacy and technological fluency. Hands-on learning is prioritized through interdisciplinary projects in History/Culture, Math/Science, and English Language Arts/Art, culminating in schoolwide Expo days where families engage with student work. As DLINC consists of a single site, there are no site-level disparities; course access is consistent across student groups, with continuous efforts to refine offerings based on student interest and feedback.|While DLINC is committed to providing all students with access to a broad and enriching course of study, several operational barriers present ongoing challenges. Securing grant funding to expand programs and resources has proven difficult due to limited support staff available to write and manage competitive applications. The school’s trimester scheduling model, coupled with the need to meet core academic requirements, creates constraints on how many enrichment activities and electives can be integrated throughout the year. Additionally, facility space is limited, particularly for specialized programs such as arts, athletics, and hands-on learning, which can restrict expansion of offerings. Finally, academic accountability priorities—especially those tied to standardized testing—often place pressure on instructional time and can inadvertently narrow the focus on core subjects at the expense of exploratory and creative learning opportunities. Despite these limitations, DLINC continues to creatively embed enrichment across grade levels and seeks opportunities to grow its programs in alignment with student interest and equity goals.|DLINC is reaching out to community organizations such as Cal State San Marcos, Palomar Family Health Clinic, Palomar College and the Carlsbad library to seek opportunities for collaboration. Because space is a constant challenge we feel that field trips will further augment our students' course of study. The organizations we have in mind for collaboration will also broaden the course of study while simultaneously supporting our student achievement goals.|Met||2025-06-16|2025
37103710138792|JCS - Manzanita|7|Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|All students have access to the same curriculum and supports provided by JCS-Manzanita. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|Several barriers that may hinder students' access to necessary coursework, programs, and services have been considered by the LEA. A primary issue is the lack of sufficient staff, which limits support and resources for students. Additionally, inconsistent school attendance due to family difficulties affects student participation and progress. For students in the Home Study program, challenges include unreliable website access and the reality of parents working, which often leaves children to navigate their learning independently without adequate guidance.|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 is 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.  To improve student access to coursework, programs, and services, it has been suggested by staff that the school work more closely with parents to ensure regular student attendance, possibly by providing transportation support. Additionally, expanding the Extended Education Program (EEP) list in the San Diego area would offer students more opportunities and resources to enhance their educational experience. These suggestions have been incorporated into the 25/26 LCAP.|Met||2025-06-13|2025
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||2025-06-11|2025
37679670000000|Alpine Union Elementary|7|Alpine Union School District utilizes a variety of tools and measures to monitor student access to and enrollment in a broad course of study. These tools are aimed at promoting equity and inclusivity for all student groups, including unduplicated students and those with exceptional needs. Key tools and data sources include the Student Information System (Synergy), course enrollment records, parent and student surveys, annual IEP reviews, School Accountability Report Cards (SARCs), Local Control and Accountability Plan (LCAP) metrics, and master schedules.|AUSD is committed to ensuring that every student has access to a broad and diverse course of study. At the middle school level, a thoughtfully designed master schedule provides students with a range of elective options in addition to meeting all California Department of Education (CDE) requirements. Electives offered include engineering, financial literacy, cooking, art, theater and career pathways. Students in the dual language Spanish program also receive instruction in Spanish Language Arts, as well as science and social studies taught in Spanish. At the elementary level, all students participate in the required CDE components as part of their daily schedule and also benefit from enrichment opportunities such as music classes led by a credentialed teacher.|While AUSD remains committed to providing all students with access to a broad and enriching course of study, scheduling challenges occasionally arise at both the elementary and middle school levels. These challenges often result from the need to allocate time during the school day for targeted interventions and support services for students requiring additional academic or social-emotional assistance. At the middle school level, our smaller student population can also impact scheduling flexibility—some electives may only be offered once per day, which can limit access for students whose required courses or support services conflict with those times. Despite these challenges, AUSD continues to explore creative scheduling solutions to maximize student access to diverse learning opportunities.|In response to locally collected data and tools such as Synergy, course enrollment data, IEP reviews, and student/parent surveys, AUSD has taken several steps to ensure equitable access to a broad course of study for all students. To address scheduling challenges—particularly those caused by intervention needs and limited elective offerings at the middle school due to its small size—AUSD is exploring creative scheduling solutions to expand access. These include strategic placement of intervention periods to reduce conflicts with electives and increasing the use of flexible grouping models. At the elementary level, schools have prioritized integrating enrichment opportunities such as music into the regular schedule, ensuring students still receive a well-rounded education even when support services are needed. AUSD will continue using data from SARCs, LCAP metrics, and master schedules to evaluate access across student groups, with a focus on unduplicated pupils and students with exceptional needs.|Met||2025-06-25|2025
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 2025-26  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 2025-26 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||2025-06-19|2025
37679830134890|San Diego Workforce Innovation High|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and English learners had the lowest participation in foreign language, Driver’s Ed., and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts, and SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-03|2025
37679910000000|Cajon Valley Union|7|For the 2024/2025 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 worked to support our school sites with implementation of VAPA standards and integration of these concepts within other core content areas.  Camp Cajon, summer school, will be accessible to all sites for the 2024/2025 school year, hosted at various sites across the district, and offer both academic and VAPA based enrichment sessions. In addition, sites will continue to offer academic and 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. This continues to be an area of focus for the district: balancing providing needed services as well as access to a board course of study for all students.|For the 2024/2025 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 continues within our student information system. In 6-8, physical education teachers will implement health standards to improve student access and success.|Met||2025-06-24|2025
37679910108563|EJE Elementary Academy Charter|7|EJE Elementary Academy uses the following locally selected measures and tools to track student access to a broad course of study: Master Schedule Analysis: EJEEA uses its master schedule to verify that 100% of students participate in enrichment programs and have access to all required curriculum components. CALPADS Data: Used to track participation rates in Physical Fitness Test components for Grade 5 students, ensuring compliance with state requirements. Classroom Observations: Academic deans and coaches conduct regular classroom observations to monitor implementation of standards-aligned curriculum across all content areas. Textbook Inventory: Systematic review of curricular materials and consumables to ensure all students have access to standards-aligned instructional resources. Priority 2 Self-Reflection Tool: Used to assess implementation of state academic content and performance standards across all subject areas, with ratings from 1 (Exploration) to 5 (Full Implementation & Sustainability). EJEEA tracks access across all grade levels and ensures unduplicated student groups (English Learners, Socioeconomically Disadvantaged, Hispanic students) and students with disabilities have equitable access to the comprehensive curriculum including ELA, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, and Library enrichment programs. The school maintains a 1:1 device ratio and bilingual instructional materials to support diverse learners.|Based on the locally selected measures and tools, EJEEA demonstrates comprehensive access to a broad course of study for all students: Universal Access Achieved: Master schedule data shows 100% of students participate in enrichment programs and have access to the full curriculum including ELA, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, and Library services. Physical Education Compliance: CALPADS data indicates 100% of Grade 5 students participate in all 5 components of the Physical Fitness Test, maintaining the school's perfect participation rate from previous years. Standards Implementation: Priority 2 Self-Reflection Tool ratings show full implementation (Level 5) across core subjects: ELA, ELD, Math, Science, Social Science, Health, PE, and World Language, with VAPA at Level 4. Equity Across Student Groups: No differences identified across unduplicated student groups (English Learners, Socioeconomically Disadvantaged, Hispanic students) or students with disabilities. EJEEA’s dual-language model provides culturally responsive programming, and 1:1 device access ensures digital equity. Resource Accessibility: Textbook inventory confirms all students have access to standards-aligned materials, with bilingual resources supporting the school's 93% Hispanic population and 47% English Learners.|Based on the locally selected measures and tools, there are no identified barriers preventing access to a broad course of study for all students. Universal Access Achieved: Master schedule data confirms 100% of students across all grade levels (TK-5) have full access to and enrollment in the comprehensive curriculum including ELA, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, and Library services. Equity Maintained: No differences exist across student groups, including English Learners (47% of population), Socioeconomically Disadvantaged students (69%), Hispanic students (93%), or Students with Disabilities (15%). All groups have equitable access to the full course of study. Resource Sufficiency: Textbook inventory and classroom observations confirm adequate standards-aligned materials and instructional resources are available for all students. The school maintains 1:1 device access and bilingual resources supporting diverse learners. Implementation Consistency: Priority 2 Self-Reflection Tool shows full implementation (Level 5) across core academic areas, with sustained delivery of enrichment programming. Continued Success: The school has maintained 100% participation rates in Physical Fitness Testing and enrichment programs over multiple years, demonstrating consistent access without barriers.|Based on locally selected measures confirming universal access, EJE Elementary Academy will implement these actions to maintain broad course of study access: Sustained Universal Programming: Goal 1, Action 5 continues comprehensive curriculum delivery (ELA, Spanish Language Arts, Math, Science, Social Studies, PE, Art, Music, Library) maintaining 100% student participation. Enhanced Delivery Quality: Goal 2, Action 2 provides intensive professional development on standards-aligned instruction and differentiated teaching to strengthen curriculum implementation across all subjects. Resource Continuity: Goal 2, Action 3 ensures ongoing procurement of standards-aligned materials, and Goal 2, Action 4 maintains 1:1 device access for digital equity. Strengthened Leadership: Goal 2, Action 1 establishes Principal as Lead Instructional Coach overseeing academic deans to coordinate curriculum delivery. Progress Monitoring: Goal 1, Action 1 implements comprehensive assessment systems to track student progress across all content areas. These actions build upon current success, focusing on quality enhancement rather than access expansion since universal access has been achieved. The school will continue monitoring through master schedule reviews, classroom observations, and participation data to maintain 100% enrollment across all course offerings for every student group.|Met||2025-06-23|2025
37679910119255|EJE Middle Academy|7|EJEMA uses locally selected measures to track student access to a broad course of study across all populations. Tracking Systems: Master Schedule documentation and CALPADS data verify 100% student participation in electives (Metric #12), textbook inventory confirms standards-aligned materials access (Metric #14), and Physical Fitness Test tracking ensures complete Grade 7 participation (Metric #13). WASC accreditation reviews validate program comprehensiveness while curriculum audits identify resource gaps. Program Monitoring: The bilingual program (80% English, 20% Spanish) is monitored for effectiveness. Elective rotation tracking ensures diverse semester experiences including Music, AVID, Art, Leadership, Computer Science, and social-emotional learning. Special Education services are tracked through East County SELPA partnership, and Priority 2 self-reflection tools confirm full standards implementation across content areas. Equity Assurance: The 1:1 device program ensures equitable technology access for all students. Comprehensive Coverage: These measures verify students across all grades, unduplicated groups (English Learners, socioeconomically disadvantaged, Hispanic students), & Students with Disabilities have access to core subjects (ELA, Spanish Language Arts, Math, Science, Social Studies, PE) plus diverse electives. EJEMA maintains 100% access rates across all populations, ensuring comprehensive educational opportunities meeting broad course of study requirements.|Based on locally selected measures, EJE Middle Academy achieves universal access to a broad course of study with 100% enrollment in core academics and electives across grades 6-8. Universal Participation: Master Schedule and CALPADS data confirm all students participate in comprehensive programming including English Learners (27%), socioeconomically disadvantaged (74%), Hispanic students (93%), and Students with Disabilities (11%). Core subjects include ELA, Spanish Language Arts, Math, Science, Social Studies, and PE, with electives spanning Music, AVID, Art, Leadership, Computer Science, and social-emotional learning. Equity Measures: Textbook inventory verifies 100% materials access across all student groups. The dual immersion program serves all populations effectively. Special Education services through East County SELPA provide appropriate accommodations within general curriculum. The 1:1 device program ensures technology equity, and Physical Fitness Test shows complete Grade 7 participation. No Disparities Found: As a single-site school, no site differences exist. Monitoring reveals no enrollment disparities across demographic groups. All populations maintain full participation in coursework exceeding state requirements. Progress tracking demonstrates sustained 100% participation rates across measured categories, confirming consistent broad course access regardless of student background or learning needs.|Based on locally selected measures, EJE Middle Academy has achieved 100% access rates across all tracked metrics, demonstrating no significant barriers preventing access to a broad course of study for all students. Universal Access Achieved: Master Schedule documentation, CALPADS data, and comprehensive monitoring confirm that all students across grades 6-8, including English Learners (27%), socioeconomically disadvantaged students (74%), Hispanic students (93%), and Students with Disabilities (11%), have full access to core subjects and diverse electives. Comprehensive Programming: Students participate in ELA, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, plus electives including Music, AVID, Art, Leadership, Computer Science, and social-emotional learning. The bilingual program (80% English, 20% Spanish) effectively serves all populations. Equity Measures Success: Textbook inventory confirms 100% standards-aligned materials access, the 1:1 device program ensures technology equity, Physical Fitness Test shows complete participation, and Special Education services through East County SELPA provide appropriate accommodations within general curriculum. Sustained Performance: WASC accreditation and ongoing monitoring demonstrate consistent broad course access. As a single-site charter school with comprehensive tracking systems, no disparities exist across student groups or grade levels.|Based on successful results showing 100% access rates across all populations, EJE Middle Academy will implement enhancement actions to maintain broad course of study access: Sustaining Success: Continue current practices achieving universal access, including 100% elective participation, standards-aligned materials availability, and comprehensive core/elective programming. Operational Improvements: Enhance substitute teacher recruitment to minimize disruptions and optimize professional development scheduling for better pre-year planning. Technology Maintenance: Sustain 1:1 device program investments and infrastructure upgrades to ensure continued equitable access. Program Enhancement: Explore additional elective offerings while maintaining the effective bilingual model (80% English, 20% Spanish) serving all populations. Monitoring Systems: Implement enhanced data collection for real-time tracking of course access across student groups, enabling early identification of potential issues. Resource Planning: Prioritize strategic budget allocation for curriculum materials and facility maintenance supporting comprehensive programming.|Met||2025-06-23|2025
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||2025-06-25|2025
37679910140558|Bostonia Global|7|For the 2024–2025 school year, Bostonia Global utilized a locally developed administrator survey to evaluate and monitor student access to a broad course of study across all grade spans. This survey was completed by site leaders and included a review of current course offerings, analysis of student enrollment patterns, and reflection on whether all students—including unduplicated student groups and individuals with exceptional needs—had equitable access to a well-rounded curriculum. Administrators were asked to assess not only the availability of academic and elective pathways, but also to identify any gaps, recommend needed resources, and suggest changes that would better support student access. This tool serves as an annual check-in to ensure our course of study remains inclusive, diverse, and responsive to student needs.|At Bostonia Global, all students have access to a broad course of study aligned with their grade level, strengths, and interests. In TK–6, students engage in English language arts, mathematics, science, social studies, visual and performing arts (VAPA), and physical education through interdisciplinary, project-based learning. In grades 7–8, students deepen core subject knowledge while beginning to explore electives like digital media, leadership, and design. At the high school level, Bostonia offers a full complement of traditional A–G approved acad In grades 7–8, students continue to engage in a full academic program including ELA, Math, Science, Social Studies, and PE. They also begin exploring elective options aligned to career pathways and personal interests, including theater, visual art, digital media, and technology. At the high school level (grades 9–12), all students have access to core subject areas while also participating in pathway-aligned coursework and real-world learning experiences. Bostonia Global offers multiple X-Factor courses, including Arts & Media, Theater Production, Automotive Technology, and Entrepreneurship, that integrate CTE, dual enrollment, microcredentials, and mentorships. Each pathway is designed to give students access to career-aligned learning and the opportunity to earn college credit and industry certifications while still in high school.  Bostonia Global’s open access model, supported by a strong advisory system and mentorship program,|Based on the results from our local survey and site reflection, Bostonia Global identified several barriers that impact full access to a broad course of study for all students. For English Learners in grades 6–8, designated English Language Development (ELD) time sometimes overlaps with elective opportunities such as applied arts, foreign language, and introductory career technical education experiences. Similarly, students with Individualized Education Plans (IEPs) may receive required services—such as speech, occupational therapy, or specialized academic instruction—during advisory or enrichment blocks, which limits their access to elective learning aligned to personal interests. Balancing the need to provide targeted support services while ensuring equitable access to a broad, engaging, and meaningful course of study remains a key focus for the school. Staff continue to collaborate across departments to identify more flexible scheduling, integrated supports, and inclusive structures to reduce these access gaps while meeting the needs of all learners.|In response to our local survey results and internal review, Bostonia Global is expanding and refining its use of project-based learning (PBL) to ensure all students have access to a broad and engaging course of study. For the 2024–2025 school year, PBL is being embedded across TK–12 through interdisciplinary units that integrate core content areas such as ELA, math, science, and social studies, while also incorporating student voice, choice, and real-world relevance. At the middle and high school levels, PBL is a foundational component of our instructional model, allowing students to engage deeply in rigorous academic work while exploring personal interests through X-Factor Pathways. To ensure equitable access, staff are working to align intervention and support services—including ELD and IEP services—around the PBL structure so students do not miss enrichment or core experiences. Ongoing professional learning, collaborative planning, and coaching are in place to support teachers in designing and facilitating high-quality PBL units. These shifts reflect our commitment to providing every learner with meaningful, connected learning opportunities that prepare them for college, career, and life.|Met||2025-06-24|2025
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.|While we're committed to individualized support, a key barrier we've identified is the challenge of providing adequate intervention for general education students requiring Tier 2 and 3 support, without pulling them from essential core classroom instruction and grade-level content. Our analysis of site schedules revealed this as an ongoing challenge. To better support all learners, especially those with individualized needs, our administration is committed to ensuring that all grade-level teachers across both school sites will teach the same core content simultaneously. This strategic scheduling allows us to provide targeted support to special education students working toward academic goals, as they can receive pull-out services across multiple classes in the same grade without missing out on grade-level curriculum. This approach also significantly benefits general education students requiring Tier 2 and 3 interventions in reading and math.|We initially implemented this initiative during the 2024-25 school year and observed positive results in many classrooms. However, we recognized there was room for improvement in its consistent application. Looking ahead to next year, we are continuing this synchronized core instruction model, reinforcing our dedication to providing equitable access to learning for every student.|Met||2025-06-09|2025
37680230000000|Chula Vista Elementary|7|In CVESD, all TK-6 students have access to core academic subjects, including English Language Arts (ELA), English Language Development (ELD), mathematics, science, social science, physical education (PE), and visual and performing arts (VAPA). Twenty-three schools also offer dual language immersion programs. Every school in the district has implemented the LEAD Program, which includes a variety of enrichment opportunities such as language, robotics, music, and sports—tailored to each site. In addition, all 5th and 6th grade students, and some 4th graders, participate in priority workforce sector experiences. These offerings are monitored through student attendance records, teacher schedules, and site support visits conducted by the Instructional Services and Support team.|All students in CVESD have access to core subjects, including ELA, ELD, mathematics, science, social science, PE, and VAPA. Sixth grade students engage in priority workforce sector experiences focused on clean energy and information and communication technologies. They also participate in the Sound Station, where they explore their strengths and interests and connect them to careers in the creative economy. Fifth grade students are introduced to the blue economy through the Hydro Station, and those at priority schools (with 90% or more unduplicated students) receive an additional experience at the Health Station located at the Elite Athlete Training Center.  All fourth-grade students also visit the Health Station and take part in CVESD’s newest workforce experience—the Life Science Station. Additionally, TK-6th grade students, along with 7th-8th grade students at charter schools, participate in hands-on, standards-based science learning at the Living Coast Discovery Center, focused on coastal education. Students also have a wide variety of opportunities to engage in enrichment programs through the LEAD Program, which offers site-specific experiences in areas such as language, robotics, music, sports, and more.|The Chula Vista Elementary School District delivers strong instruction in the core curriculum and continues to expand its efforts in workforce priority sectors through growing partnerships with the City of Chula Vista. The district is actively exploring ways to broaden future experiences for all students. Planning is underway to allocate FTEs and funding to support the operational costs of these programs. While staffing and transportation remain challenges, CVESD is committed to identifying and implementing solutions to ensure all students can fully participate in the station experiences.|Chula Vista Elementary School District’s LEAD Program will continue to grow, offering all students—including unduplicated students—access to a wide range of enrichment opportunities such as language, robotics, music, sports, and more. Many school sites will feature creative learning spaces, and STEAM studios designed to promote innovation, collaboration, and hands-on exploration. Through these experiences, students will develop new skills and engage with peers in a physically and emotionally safe environment that encourages creativity, curiosity, and critical thinking. Additionally, the district’s Innovation Department will continue to explore new opportunities and expand partnerships to further enhance and grow station experiences for our learning community.|Met||2025-06-11|2025
37680230119594|Leonardo da Vinci Health Sciences Charter|7|LdVCS uses iReady, Acadience, Wonders, and Eureka assessments as local measures. By utilizing these locally selected measures and tools, LdVCS closely monitors the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to and are enrolled in a broad course of study. This enables us to identify any gaps or areas for improvement and take targeted actions to ensure that every student has equal opportunities to engage in a diverse and comprehensive educational experience.|LdVCS employs the following tools: research-based curricula, end of the year cohort digital data including iReady for reading and math diagnostics and Dibbels for early literacy screening, and SST & Individualized Education Program (IEP) Tracking. LdVCS closely monitors the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to and are making progress toward growth goals.. These measures help LdVCS identify areas for improvement, implement targeted interventions, and ensure that every student receives the necessary support to engage in a diverse and inclusive educational experience.|Some barriers that are preventing access to education include: Students from low-income backgrounds may face challenges in attending school, accessing resources, extracurricular activities, or ability to complete coursework due to financial limitations or lack of support systems; limited English proficiency or insufficient support for cultural integration can hinder these students' participation in certain subjects or programs; and, the data collected through various measures reveals that some students, particularly those with exceptional needs, lack adequate individualized support.|First, LdVCS annually reviews its resource allocation strategies to ensure equitable distribution of resources among schools and student groups. This involves allocating additional funds, technology, textbooks, or other materials to schools or classrooms that have been identified by committees and educational partners. Next, LdVCS provides professional development opportunities and ongoing support to teachers, particularly in specialized subjects or areas where there is a shortage of qualified educators. This includes training sessions, workshops, or mentorship programs to enhance teachers' skills. Then, LdVCS develops targeted interventions and support systems to address the needs of specific student groups, such as English language learners, students from low-income backgrounds, or students with exceptional needs. This includes additional language support programs, tutoring services, or specialized accommodations to ensure equitable access. For students with exceptional needs, LdVCS annually reviews and strengthens their IEPs to ensure that they have access to a comprehensive course of study. This means setting specific goals, providing appropriate accommodations and modifications, and offering specialized support services to address their unique learning requirements. Finally, LdVCS strives to establish partnerships with community organizations, cultural centers, or industry professionals to expand students' exposure to diverse educational experiences.|Met||2025-06-26|2025
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||2025-06-25|2025
37680236037956|Feaster (Mae L.) Charter|7|Feaster Charter School uses multiple locally selected tools and measures to ensure all students, including unduplicated student groups and students with disabilities, have access to and are enrolled in a broad course of study. These include enrollment and instructional schedules, Mindlabs rosters, SST rosters, and student participation across content areas. Access to VAPA and STEM is tracked through the employment of 6 FTE Mindlabs teachers and collaboration notes (Goal 1.1). All K–8 students complete the RIASEC and Mindlabs Career Surveys to monitor college and career readiness (Goal 1.2), with elective access data reviewed annually. Field trip data (Goal 1.3) is monitored through site-wide logs showing participation in field trips per grade level. Technology access is verified through device audits, ensuring 100% 1:1 access (Goal 1.4). MTSS/SST monitoring to ensure timely interventions for students with exceptional needs (Goal 1.6). ELD progress is monitored through daily designated ELD instruction, LTEL SST tracking, and reclassification data. The disaggregated attendance data by subgroup ensures that chronic absenteeism does not hinder course access (Goal 1.7). These data are reviewed quarterly to ensure all students, including ELs, SWDs, and SED students, have access to a comprehensive, equitable course of study aligned with the CA content standards.|Feaster Charter School ensures that 100% of students, TK–8, are enrolled in a comprehensive course of study that includes core academic content (ELA, Math, Science, Social Studies), STEAM enrichment (Science, Technology, Engineering, Arts, and Math), physical education, and social-emotional learning. Through the Mindlabs program, all students access weekly VAPA and STEM instruction, supporting equitable access to arts and sciences. Career-connected learning is embedded across K–8 with 100% of students completing RIASEC and MindLabs career surveys and participating in College and Career Showcases. Enrichment opportunities have expanded, adding more academic excursions per grade level, and all students and teachers have 1:1 access to updated technology. All students receive instruction that is aligned with state standards, and implementing Multi-Tiered Systems of Support, Second Step SEL curriculum, and structured SST processes ensures equitable access for unduplicated pupils. There are no differences across school sites, as Feaster operates as a single-campus LEA. Targeted supports for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students have improved chronic absenteeism rates and increased academic and wellness services. Ongoing monitoring ensures that all students have access to a broad, rigorous, and equitable course of study.|Based on the analysis of Feaster Charter School’s 2025–2026 LCAP, the primary barriers preventing the LEA from providing access to a broad course of study for all students include: 1. Persistent Achievement Gaps for Students with Disabilities: Students with Disabilities (SWD) remain significantly below standard in both math and ELA (over 150 and 124 points below standard, respectively), despite targeted interventions. These academic gaps limit their full participation in a comprehensive curriculum. 2. Incomplete SST Monitoring and Follow-through: Although the MTSS structure has improved, 28 Student Support Teams (SSTs) were overdue as of the last reporting period. Inconsistent intervention timelines delay access to necessary academic or behavioral supports, especially for English Learners and SWDs. 3. Chronic Absenteeism: Despite a significant overall reduction, absenteeism among SWDs remains in the Orange performance band. Missed instructional time directly impacts access to the full course of study. 4. Second Step Implementation Gaps: Only 75% of classrooms have completed up to Unit 3 of the SEL curriculum. Incomplete SEL instruction may affect school climate and student readiness to engage in academic learning, particularly for at-risk groups. These systemic and instructional gaps pose ongoing challenges in ensuring all students, particularly unduplicated and vulnerable groups, receive equitable access to a robust and broad course of study.|In response to the results of the locally selected measures and data from the CA Dashboard, Feaster Charter School has implemented and revised multiple strategies to ensure all students have access to a broad course of study. Key actions include hiring 6 credentialed Mindlabs teachers to deliver weekly instruction in STEM and VAPA, increasing exposure to engaging, standards-aligned enrichment subjects. Career readiness efforts were expanded through RIASEC surveys, STEAM fairs, and college/career showcases. A newly implemented data-driven SART process helped reduce chronic absenteeism by 13.7%, improving instructional access across student groups. Feaster also invested in MTSS infrastructure by hiring an instructional assistant to ensure timely and systematic SSTs. Technology equity was maintained with 100% access to up-to-date 1:1 devices and classroom tech. To deepen college and career pathways, the planned expansion of career-focused electives will launch in 2025–26. These adjustments reflect stakeholder input and support underserved groups, including ELs, SWD, and socioeconomically disadvantaged students, in alignment with LCAP Goal 1. The adoption and continuous monitoring through Educlimber will ensure timely interventions, reinforcing our commitment to equity and broad educational access.|Met||2025-06-11|2025
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, master 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||2025-06-09|2025
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||2025-06-10|2025
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||2025-06-09|2025
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.  Program modifications are provided as needed for student sin Middle School who do not demonstrate the necessary foundational skills for a math or Spanish course.|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||2025-05-22|2025
37680310000000|Coronado Unified|7|Coronado Unified uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs.  The master schedule, graduation, and A-G completion rates are utilized as the tool for Coronado High School.  The master schedule and course enrollment data is utilized as the tool for Coronado Middle School. The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students grades 1-5.  Using the tools outlined above, CUSD determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study.  Additionally, site administrators have identified additional site-level supports to ensuring student access within their School Plans for Student Achievement.|All students (including unduplicated students and students with disabilities) in 1st-6th grade are enrolled in English, Math, History-Social Science, Science and receive a minimum of 200 minutes of Physical Education every ten days.  Additionally, 100% of students enrolled in 1st-6th grade have access to Visual and Performing Arts lessons, either integrated VAPA, designated VAPA, or a combination of both. All students (including unduplicated students and students with disabilities) in grades 7 and 8 are enrolled in English, Math and Physical Education courses. While our middle school does offer History-Social Science, Science, and Visual and Performing Arts (either integrated VAPA, designated VAPA, or a combination of both) on rare occasions, not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional academic support classes.  Additionally, all students in grade 7 and 8 have access to enroll in elective courses in World Language and Career Technical Education/Applied Arts.  All students (including unduplicated students and students with disabilities) are offered access to all required subject areas at Coronado High School.  According to the following measures, there is variability in the success of each student group relative to successfully completing a broad course of study.  The overall graduation rate for the class of 2024 was 97.52%, the UC A-G completion rate for all 2024 graduates was 79.46%.|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||2025-06-18|2025
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. i-Ready will be implemented for next year 2025-2026.|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.|One significant challenge is the low enrollment in the traditional classroom program, 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, which can dilute the focus on providing a broad course of study.|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.|Met||2025-06-25|2025
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. Encourage all students to utilize our onsite classes, workshops, tutoring, and extra-curricular activities.|Met||2025-06-30|2025
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||2025-06-02|2025
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/Dashboard).  *The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard). *The percentage 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 percentage 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.|During the 2024-25 school year, we continued to struggle to find and hire qualified Career and Technical Education (CTE) teachers. In an attempt to address these challenges, we will use an online course provider to offer three additional CTE pathways beginning in the 2025-26 school year.|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||2025-06-13|2025
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/Dashboard).  *The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard). *The percentage 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 percentage 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.|During the 2024-25 school year, we continue to struggle to find and hire qualified Career and Technical Education (CTE) teachers. In an attempt to address these challenges, we will use an online course provider to offer three additional CTE pathways beginning in the 2025-26 school year.|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||2025-06-25|2025
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 2024-2025 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. An additional 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||2025-06-18|2025
37680800000000|Encinitas Union Elementary|7|All EUSD students are provided access to a broad course of study through their classroom instruction, their participation in the enrichment wheel, their place-based learning experience at Farm Lab, and any additional enhancements that are added by classroom teachers or school activities. All students have access to an iPad for use on digital curriculum, digital assessments (local and state), and as a tool for providing acceleration and advanced learning opportunities. Report cards and interdisciplinary units of study will demonstrate that all students have access to and are enrolled in a broad course of study, including programs and services provided to unduplicated pupils and individuals with exceptional needs.|100% of students have access to and are enrolled in a broad course of study. 100% of students received the new EUSD report card in January 2025. 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 indicate that we are providing a broad course of study for all students, we continuously seek high-quality instructional materials that more effectively meet the diverse needs and interests of our student population. Ensuring that materials are inclusive, engaging, and aligned to standards remains an ongoing focus for improvement.|In response to the results of the tool and local measures, EUSD will continue to prioritize professional learning and the adoption of high-quality instructional materials to ensure access to a broad course of study for all students. These efforts will support educators in delivering engaging, standards-aligned instruction across content areas and promote equitable learning opportunities throughout the system.|Met||2025-06-10|2025
37680980000000|Escondido Union|7|Scheduled 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||2025-06-24|2025
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||2025-06-11|2025
37680986116776|Classical Academy|7|Based on The Classical Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses.   All students, including all 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 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||2025-05-19|2025
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%, 2023-24 9.6%. 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%, 2023-24 49.8%. 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|Met||2025-06-17|2025
37681060111195|Classical Academy High|7|For grades 9-12, based on Classical Academy High School’s charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements. 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,  including all subgroups for grades 9-12, as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives.|In grades 9-12, no barriers are identified at this time 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.  Beginning in 2025-2026, all our high schools will offer the new ethnic studies high school course.  As barriers or access issues arise, The Classical Academies will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn.|Met||2025-05-19|2025
37681060137034|Altus Schools North County|7|As of CBEDS 2024-2025 Altus Schools North County served 138 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 26.2% •	Percentage of English Learners: 19.5% •	Percentage of Socioeconomically Disadvantaged: 77.9% •	Percentage of Homeless and Foster Youth (FY): 8.1%  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||2025-06-24|2025
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||2025-06-11|2025
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 for 7th and 8th. As an elementary school district, we focus 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. We also offer school of choice for families that have unique needs.|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 days, STEAM labs, enrichment wheel and all students participate in an elementary PE program. TK-6 students all receive time in our site innovation labs focusing learning on STEAM, 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 and other elective offerings. 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.|Currently, no barriers have been identified. Our programs of choice: Dual Immersion (TK-6/ Language Pathway 7th-8th) does not have a waitlist kindergarten through 8th grade, and all students requesting to participate have been able to be enrolled. Our dual immersion school does have a lottery system in case we lack space availability, which was utilized for the 25-26 TK enrollment. Fortunately, TK is a district regional program and we offer TK classes at each school of residence allowing for interested families to apply for dual immersion for kindergarten. We anticipate that all kindergarteners interested in starting at the dual immersion program will have available space in the 26-27 school year. 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/STEAM labs at all elementary 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, VAPA days, and enrichment wheel. Each site has integrated Prop 28 into their School Plans for Student Achievement. PJHS will continue to offer elective options in 7th and 8th grade and have created new CTE electives to support student interest and career and college readiness (elective enrollment). FUESD offers a TK-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||2025-06-24|2025
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 at 18% 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 2024-2025 school year with 11.2% of students with disabilities enrolled in supplemental courses, while the LEA percentage rate of students with disabilities is 12.94%.|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 amount of spaces available in a students 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 2025-2026 school year with refinements to Warrior PRIDE Time and continued education, planning, and scheduling to smooth the transition to trimester.|Met||2025-06-24|2025
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, IB and dual enrollment participation  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 support 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 and dual enrollment 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  the 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||2025-06-12|2025
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||2025-06-25|2025
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||2025-06-25|2025
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:  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. 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 2024-25 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.  In 2025-26, Helix Dual Enrollment and CTE options will continue to grow based on student demand to ensure a broad course of study.|Met||2025-06-23|2025
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.|Not Applicable as all students have access to a broad course of study.|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||2025-06-26|2025
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 adopted an updated ELA curriculum for grades 3-8 and plans to investigate, pilot, and implement a local writing benchmark assessment system.|Met||2025-06-26|2025
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.|All students including unduplicated student groups and students with exceptional needs, have access to the education program. Being a small school district with only a single school site (Julian Elementary and Julian Junior High occupy adjoining properties), there is no data to track with respect to various school sites.|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||2025-06-12|2025
37681630128421|Harbor Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.  High school students develop four-year graduation plans with counselors and are enrolled in required A-G, CTE, and college-level courses. Family feedback and data reviews guide course offerings. Springs is committed to equitable access to a rigorous, well-rounded education for all students.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK–8th-grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.  High school elective options and intervention supports increased this past year, strengthening access to a rigorous course of study. Barstow Community College courses are listed in the course catalog to support dual enrollment. Online access and study zones help all students participate in college-level coursework.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses. All students, regardless of location, have access to a full high school course catalog—including Physics, Pre-Calculus, and Probability and Statistics—through online and synchronous instruction.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction. Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops. At the high school level, diagnostic assessments (i-Ready, Delta Math, Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. New high-interest options like Algebra 2 in the World support engagement through real-life applications such as financial literacy. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2025-06-12|2025
37681630137109|Diego Valley East Public Charter|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language, Driver’s Ed., VAPA, and Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in small group instruction for English Language Arts, and in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-03|2025
37681630138156|JCS - Mountain Oaks|7|Master Agreements class schedules of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|All students have access to the same curriculum and supports provided by JCS-Mountain Oaks. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|"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||2025-06-13|2025
37681630138628|JCS - Cedar Cove|7|Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|All students have access to the same curriculum and supports provided by JCS-Cedar Cove. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|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 and CTE courses 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.|Met||2025-06-13|2025
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||2025-06-10|2025
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.|In the Spring 2025 Staff Survey, the LEA asked staff to identify barriers that prevent students from accessing the coursework, programs, and services. Staff responded that some barriers include inconsistent and unstable internet connections, particularly in rural areas, which hinder participation in live classes and sharing screens. Additionally, the quality of technology provided, such as underpowered computers, exacerbates connectivity issues. Funding and staffing limitations also contribute to challenges, as do limited course offerings, which may not meet all students’ needs, particularly at the high school level. Another concern is the lack of parent involvement or support, which may affect students’ engagement and success. Finally, the relevance of the coursework, especially for students in grades 10-12, is seen as a barrier for some, as it may not align with their interests or career aspirations.|The LEA will continue to provide programs/services that promote equity for all students. The LEA is also committed to expanding opportunities for high school students to achieve CCR status, such as access to a-g, CTE, and dual enrollment courses. Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g and CTE 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.  Staff also gave suggestions for improving student access to coursework, programs, and services, including offering both printable and digital versions of materials to ensure flexibility. Connecting students with free online tutoring services for one-on-one attention could further support their learning. Staff also noted that a better allocation of funds to improve resources, including investing in higher-quality computers with more RAM, as the current devices were often underperforming, should be considered. For high school students, creating more streamlined opportunities for community engagement through volunteering and work experience could enhance their learning and career readiness. This could be integrated into graduation requirements and facilitated by a team of educators. Improving access to quality technology, including devices with better connectivity, was also suggested to address ongoing issues.|Met||2025-06-13|2025
37681710000000|Julian Union High|7|||||Not Met|||2025
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||2025-06-26|2025
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 2024/25 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||2025-06-16|2025
37681896120901|Barona Indian Charter|7|BCS 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 TK-8 during the 2024-25 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 Charter School had full access to, and were enrolled in a broad course of study, supported by highly skilled teachers.|Barona 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||2025-06-23|2025
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.”|Elementary daily schedules designate the majority of instructional minutes to core academic instruction and intervention, however dedicated time is provided at each site to Visual and Performing Arts instruction provided by credentialed music and arts teachers. This instruction is provided to all students, including students who are placed in special day classes. 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. In the 2024-25 school year, we began our elementary VAPA program which deployed district managed VAPA teachers, funded through AMS (Proposition 28) to sites to provide VAPA instruction to students at every elementary school. VAPA teachers rotated 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 provided additional opportunities for middle school students to expand their exposure to arts with additional elective classes and support provided.|In order to ensure a broad course of study for all students, teachers have participated 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.|Met||2025-06-24|2025
37681970136408|Sparrow Academy|7|Sparrow Academy is a Waldorf-inspired public charter school. As such, the only textbooks that students use are for the math program. Each student has access to the appropriate math materials based on the count of  textbooks and students.|All students at Sparrow Academy have access to a Waldorf-inspired public education.|No barriers have been identified.|Current processes are successful and will be continued.|Met||2025-06-10|2025
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 2025-26 school year. To support underserved students and students with disabilities, the district has implemented multi-tiered systems of support and more inclusive practices.|Met||2025-06-24|2025
37682130000000|Mountain Empire Unified|7|Mountain Empire Unified School District (MEUSD) serves students in grades P–12 and remains committed to ensuring that all students have equitable access to a comprehensive course of study. This year, MEUSD conducted a thorough review of course offerings and access through local and state data, including AERIES reports on Career Technical Education (CTE) pathway completion, Advanced Placement (AP) enrollment, and A–G course completion. Master schedules and benchmark assessment data were analyzed to identify patterns of access and participation, particularly for English learners, students with disabilities, and other underrepresented student groups. Statewide Smarter Balanced Assessment data and local performance indicators further informed our review of course alignment and student outcomes. This analysis ensures that all students, including those with exceptional needs, have meaningful opportunities to engage in a broad and rigorous course of study that supports college, career, and life readiness.|Through analysis of local and statewide data, Mountain Empire Unified School District (MEUSD) has identified both strengths and areas for improvement in ensuring access to a broad course of study. Students across all grade levels are offered core academic instruction, and at the junior high and high school, they also have access to Advanced Placement (AP) courses, Career Technical Education (CTE) pathways, and A–G aligned coursework. Supports for English learners and students with disabilities are integrated through differentiated instruction to promote equitable access. A key learning from this year’s review is the discrepancy between local CTE pathway completion data and statewide reporting, which signals a need for a systematic review of reporting processes to accurately reflect student achievement. Additionally, while access is in place, MEUSD recognizes the need to expand participation of underrepresented student groups in AP, A–G, and CTE pathways to ensure all students are fully benefiting from the district’s comprehensive course offerings.|Mountain Empire Unified School District (MEUSD) is addressing the areas of need identified through the analysis of local and statewide data to improve equitable access to a broad course of study. Early literacy remains a priority, as assessment data continues to highlight gaps in foundational reading skills for students in grades TK–3. To address this, the district is expanding structured literacy interventions and progress monitoring, ensuring students can fully engage in the core curriculum. Attendance also remains a focus, particularly for English learners and students with disabilities, as chronic absenteeism reduces instructional time and limits participation in intervention and enrichment opportunities.  At the secondary level, MEUSD is reviewing master schedules and support class placements to increase access for English learners and students with disabilities to the full range of A–G, Advanced Placement (AP), and Career Technical Education (CTE) courses. The district is also implementing data-driven strategies through Community Schools and site-based teams to address barriers impacting participation, including family outreach, attendance supports, and targeted academic interventions. These actions, aligned with the LCAP and strategic vision, aim to close access and achievement gaps while ensuring all students benefit from a comprehensive course of study.|To address varying achievement levels across sites, Mountain Empire Unified School District (MEUSD) has strengthened its early literacy and intervention systems through a Multi-Tiered System of Supports (MTSS). A district-level literacy specialist provides coaching, professional learning, and support for consistent TK–12 implementation of evidence-based practices. This MTSS approach ensures that literacy instruction, interventions, and enrichment opportunities are aligned to state standards and equitably delivered across all campuses. By focusing on coherent instructional practices and tiered supports, MEUSD is closing early literacy gaps and expanding access to a rigorous, broad course of study for all students.|Met||2025-06-24|2025
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, as well as a graduation path for underrepresented students. 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. In an effort to remedy this barrier, SDVS offers In Person Science Labs, Field Trips and Opportunities in person across the county.  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. San Diego Virtual School ensures that all students have access to curriculum, whether it is providing resources to obtain wifi or extra support.|SDVS works toward providing all students with equal access to curriculum by issuing Chromebooks for access to the curriculum. 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||2025-06-05|2025
37682130127084|Compass Charter Schools of San Diego|7|Compass Charter Schools ensures that every scholar is enrolled in grade-level coursework aligned with a broad course of study. High school counselors use graduation pathway planning tools to support individualized graduation plans. Our comprehensive course catalog is integrated into the student information system, and scholars in both our Online and Options Learning Programs have access to coursework via Accelerate Education. Supervising teachers develop personalized learning plans using standardized templates to outline clear academic pathways.  English Learners utilize research-based Lexia ELD courses to support language proficiency and broaden access to curriculum. Scholars with exceptional needs access supplemental tools through ClassLink to ensure full participation. When an IEP indicates a modified curriculum is necessary, tailored supports are provided. We conduct regular self-audits to verify enrollment alignment with each scholar’s Master Agreement.  MTSS tutoring and targeted outreach support unduplicated student groups. We track enrollment in Accelerated Course Options and concurrent college courses for high schoolers. Attendance at live learning sessions is monitored for access and engagement. Annual surveys and a rigorous vetting process for community providers help maintain and improve program quality.|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||2025-06-21|2025
37682130129668|Motivated Youth Academy|7|The LEA ensures all students have access to a broad course of study through the provision of Chromebooks and hotspots, which allow access to a standards-aligned digital curriculum. Student access and enrollment are monitored through internal data systems that track course completion, participation by student group, and accommodations for individuals with exceptional needs.|Locally collected data show that all students have equitable access to a broad course of study through the use of Chromebooks and hotspots, which provide access to a standards-aligned digital curriculum across grade spans. Internal tracking systems monitor enrollment and course access by student group, including unduplicated students and individuals with exceptional needs. While the LEA does not operate multiple school sites, data indicate consistent access across all student groups.|The primary barrier to access is for students living in remote areas with limited or no Wi-Fi connectivity. In these individual cases, the LEA works to provide internet access through alternative carriers. When connectivity cannot be established at home, students are given access to local education centers to ensure continued participation in a broad, standards-aligned course of study.|The LEA is implementing a competency-based education model, which allows students to demonstrate mastery of standards at their own pace. This approach increases flexibility, supports personalized learning pathways, and ensures all students have equitable access to a broad course of study that meets their individual needs and learning styles.|Met||2025-06-18|2025
37682130136978|Elite Academic Academy - Mountain Empire|7|As an independent study school, one of our key strengths is the access we provide to a wide range of state- approved curricula. This ensures that our students can pursue UC/A-G courses, CTE Pathways, and High School Diploma Tracks. These options are tracked through our Master Agreements, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our Course Catalog, housed in our Student Information System and reported to CALPADs, is continuously updated to reflect the evolving needs of our students. To personalize the academic experience, Elite Academic Academy utilizes a student interest survey to better align educational opportunities with each student's unique aspirations. While our counseling and academic departments ensure comprehensive coverage of core subject areas, including initial offerings for VAPA, Physical Education, and EL, students also play an active role in shaping their learning journeys by suggesting and helping to create new courses based on their interests and needs. As we continue to strengthen and align our academic offerings, we are committed to expanding Career Technical Education (CTE) pathways, increasing EL curriculum offerings from TK-12, and enhancing opportunities for VAPA and Physical Fitness. These ongoing efforts ensure that we are providing a holistic and dynamic learning environment that meets the diverse needs of our students.|Elite Academic Academy excels in curriculum diversity, providing students with access to a wide range of UC/A-G courses, CTE Pathways, and High School Diploma Tracks. These options are meticulously documented in our Master Agreements, Assignment Work Records, Individualized Learning Plans, and 4-year plans. Our Course Catalog is continuously updated within our Student Information System and reported to CALPADs, ensuring we stay aligned with student needs. In addition to core academic offerings, we use student interest surveys to further personalize each student’s academic journey. Our counseling and academic departments ensure full implementation of core subjects, with initial offerings in VAPA, Physical Education, and EL. Students actively contribute to shaping their curriculum, often proposing new or innovative courses. As we continue to strengthen and align our offerings, we remain focused on expanding Career Technical Education (CTE) pathways, enhancing EL curriculum from TK-12, and increasing opportunities for VAPA and Physical Fitness to ensure a well-rounded educational experience for all students.|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.|At Elite Academic Academy, we are committed to enhancing the educational experience for our English Learner (EL) students through targeted initiatives. This year, we introduced a Newcomers and Foundation course, taught by a highly qualified specialist, who provides personalized support to EL students, particularly in preparation for the Summative ELPAC and in improving their writing skills. Additionally, we've partnered with Outlier, a respected dual-enrollment college course provider, to expand our course offerings and give students access to specialized, advanced courses previously unavailable. This collaboration enriches the academic opportunities for all students, with a focus on underrepresented populations. To further broaden access and support student growth, we are developing the following key programs: College & Career Readiness courses aligned with A-G curriculum providers and our adopted A-G course catalog. Enhanced project-based learning integrated into various courses. Social and Emotional Learning (SEL) support, featuring an A-G SEL curriculum and two dedicated school counselors. A comprehensive curriculum for EL learners to ensure tailored educational experiences. Mentoring and coaching programs, alongside Career and Technical Education (CTE) pathways to prepare students for future careers. These efforts demonstrate our ongoing commitment to providing an inclusive, well-rounded education for all students, particularly those in underserved groups.|Met||2025-06-12|2025
37682130138636|JCS - Pine Valley|7|Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|All students have access to the same curriculum and supports provided by JCS-Pine Valley. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|Barriers preventing students from accessing coursework, programs, and services include limited course offerings at the high school level due to having only one teacher per subject, making it difficult to provide a wide range of or advanced classes, which can leave higher-achieving students under-challenged. Internet connectivity is also a significant barrier, especially in rural areas where JCS-provided hotspots, like those using T-Mobile, are ineffective and incompatible with local service availability, creating inequities in student access. Additionally, not all students thrive with the current JCS high school Canvas-based curriculum, highlighting the need for alternative programs with varied levels of rigor and delivery formats. Some staff members also note that their own lack of training or experience can impact instructional access, though efforts are being made to address this through self-initiated professional development.  Some families face barriers that limit their students' access to coursework, programs, and services. These obstacles may include scheduling conflicts, limited communication, high costs for certain activities, or a lack of individualized support. Addressing these potential barriers could help ensure all students have equitable opportunities to engage fully with their education.|The LEA will continue to provide programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, and/or background. The LEA plans to improve student access to coursework, programs, and services by providing hotspots that are more compatible with the service providers available in students’ local areas to ensure equitable internet access, especially in rural regions. Expanding the variety of curriculum options for high school core classes is also recommended to better meet diverse learning needs. Additionally, offering more training for staff in special education is emphasized, given the high number of students with IEPs and 504 plans. The LEA is also committed to expanding 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 and CTE offerings is 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. Ongoing reflection and adaptability are necessary to remove barriers for students in such a unique and rural environment.|Met||2025-06-13|2025
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 2024-2025 76% of teachers reported that they have had adequate training in ELA for Tier 1 and Tier 2 aligned instruction. 84% of teachers reported adequacy in training for Tier 1 and Tier 2 math instruction. 54% of teachers reported that collaboration is what they need to increase their competency in essential math and ELA standards.  Other metrics the district used to track student access to a broad course of study include teacher schedules, number and identification 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 assessment data and diagnostic tools also help evaluate 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 collect 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 all students are being provided access to all subjects and are making adequate progress. 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. Principals also 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 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 will be woven into all other professional learning to make strategies meaningful and replicable. 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||2025-06-11|2025
37682210101360|Integrity Charter|7|Integrity has a master list of all curriculum provided to students in all content areas. The mast schedule ensures that students have access to a broad course of study including core and enrichment opportunities.|All students at Integrity have access to the broad course of study. Currently there are no differences in how they receive access. Teachers and administrators collaborate to provide all students, including those in unduplicated students groups or with exceptional needs, the opportunity to learn and master the knowledge.|There are no barriers.|The School will continue to do what it is doing to support students; access to a broad course of study.|Met||2025-06-09|2025
37682960000000|Poway Unified|7|Departmental Surveys: We conduct regular surveys of course offerings across departments to evaluate the diversity and inclusivity of our curriculum, ensuring it meets the needs of students across all grade spans, unduplicated student groups, and those with exceptional needs.  Student Information Systems: Using systems such as Synergy and the Student Report Center, we analyze detailed data on student enrollment and course participation. This allows us to track access to various courses, with particular attention to students with exceptional needs to ensure equitable opportunities.  Data Indicators and Metrics: We monitor a range of indicators including completion rates of UC/CSU a-g requirements, enrollment and success in Advanced Placement (AP) courses, completion of Career Technical Education (CTE) pathways, and additional local measures. These metrics help us verify that all students have meaningful access to a comprehensive and rigorous course of study.|At the elementary level, all students access a comprehensive core curriculum, with instruction differentiated to support English learners and students with disabilities.  At middle and high schools, Poway Unified offers a wide range of courses with open enrollment and tailored supports for diverse learners. We have expanded Career Technical Education (CTE) pathways in high-demand fields like computer science, engineering, and health sciences, with increased enrollment and completion among historically underrepresented groups.  Secondary schools continue to broaden access to advanced courses and CTE programs, focusing on improving participation and success for marginalized students. In 2024–25, we partnered with San Diego County Office of Education to boost the number of students meeting UC/CSU A-G requirements. Using student-centered master scheduling, we monitor and address disparities in access and enrollment.  All middle schools engaged in the ASPIRE program, emphasizing belonging and academic, social, and emotional growth to prepare students for high school rigor.  Additionally, we expanded Visual and Performing Arts (VAPA) offerings at the secondary level and introduced a new VAPA program at every elementary site in 2024–25, enriching arts education for K–5 students.|Unconscious Bias:  We are actively examining how unconscious biases may impact equitable student access to a full range of courses. Ongoing efforts aim to identify and mitigate these biases to ensure all students have fair opportunities.  Class Scheduling and Elective Limitations:  Current recommendations for academic support classes sometimes restrict students’ ability to explore a variety of elective options. We are working to refine these scheduling practices to better balance academic supports with elective choices.  Course Progression Misunderstandings:  Misconceptions about course sequencing and enrollment procedures can lead students to miss appropriate courses. We are committed to improving communication and guidance to help students and families make informed decisions.  Professional Development Needs:  While training for administrators and counselors has been provided to enhance UC/CSU A-G completion rates, continued professional growth is needed to effectively address barriers and ensure equitable access to enriching coursework for all students.|In response to local data and stakeholder input, PUSD is implementing several actions to expand access to a broad course of study. Middle schools continue to explore new scheduling models that allow students to take electives while receiving academic support. At the high school level, we continue to promote UC/CSU A-G course enrollment, supported by increased counseling services through LCAP funding.  We are enhancing professional development to support inclusive practices, including co-taught A-G courses and training for teachers of English learners and students with disabilities. Our Inclusion model expands access to general education for all learners.  Our partnership with local post-secondary institutions continues, including the Poway to Palomar Middle College High School, with new pathways for students.  Elementary students receive enriched learning through P.E., STEM, coding, and a supplementary VAPA program now expanding to Transitional Kindergarten.  In 2024–25, 75% of seniors met A-G requirements and 76% passed at least one AP course with a C or higher. CTE participation and completion continue to rise, especially among historically underrepresented students. Stakeholder feedback emphasized the importance of STEM, hands-on learning, mental health supports, strong foundational skills, and a wider range of electives—especially in middle school.|Met||2025-06-17|2025
37683040000000|Ramona City Unified|7|The Master Schedule for all schools is 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 Transitional Kindergarten through sixth grade at the elementary level, students in seventh and eighth at the middle level, and grades nine through twelve at the high school level.|With the exception of Spanish at the middle school level, 100% of students, including unduplicated students and students with exceptional needs, have access to a broad course of study.  Spanish was not offered at the middle school level during the 2024-2025 school year. This will be corrected for the 2025-2026 school year.|The teacher who taught Spanish at the middle school left at the end of the 2023-2024 school year. This will be corrected for the 2025-2026 school year.  There are no other barriers preventing RUSD from providing access to a broad course of study for all students.|Tools used to track the extent to which all students have access to and are enrolled in a broad course of study include the master schedule, graduation requirements, and graduation rates. RUSD will offer Spanish again at the middle school level.|Met||2025-06-26|2025
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||2025-06-17|2025
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, 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 learners, and students with disabilities. Furthermore, the district utilizes internal dashboards to measure and track elementary student performance in numerous subjects that teachers assess for the trimester progress reports.|With the adoption of the UC/CSU a-g course requirements as the district's graduation requirements, 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. Additionally, the district measures the participation and outcomes of students in multiple subjects annually. 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 the 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 that of 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||2025-07-24|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 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.|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||2025-06-12|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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||2025-06-25|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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||2025-06-04|2025
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||2025-06-26|2025
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||2025-06-24|2025
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||2025-06-04|2025
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 students participate in expanded academic and non-academic opportunities (e.g. college/career development experiences, internships). HSHMC provides counselors, and College Success Team members for all students that focuses on completion of coursework for A-G requirements. They review options for dual enrollment in college courses through Cuyamaca. These include general ed courses and other health related courses; all are attended by HSHMC staff to assist with additional supports to students including studying tools and review strategies. Students have additional seat hours to those required by the college where high school level supports are provided who teach a lab (to support students) for each identified course. Furthermore, students participate in internships. HSHMC has a Fire Technology, Patient Care and Business pathways. Career Development staff and CTE teachers support students at internships. ELs receive designated instruction in ELD courses taught by staff whose PD focus is on providing effective instruction to ELs. ELs are offered push in supports from ELD instructors as well as pulled out during independent working time to provide reading support. For students who are at risk of meeting A-G grad requirements, HSHMC has ongoing support through an Academic Recovery system (includes extended day options and in-class supports). The disaggregated data shows a minimal difference between student groups access to our measurements of a broad course of study.|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 continue to focus our efforts in ensuring all students attend every day. In the summer, we offer an extensive number of courses, including credit recovery, college, 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 3000, Study Sync, and i-Ready). 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 a 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 uses 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||2025-05-27|2025
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. All of our middle school students have access to instruction to learn a foreign language. All of our students attend field trips that extend their learning beyond the school.|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 and to more effectively use all time we have with students.|Met||2025-06-17|2025
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||2025-06-04|2025
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 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 “A-G” coursework required for admission to the UC/CSU systems. GPA measures the extent to which all pupils have attained the skills, knowledge, and attitudes that reflect the educational program goals of the school. Pupil attainment is evaluated by compiling comprehensive documentation for each student which includes standardized test results (e.g., Advanced Placement Testing, LGL, Achieve 3000, CAASPP and ELPAC) Quarter Finals, written projects, samples of classroom work, quarterly grades, high school transcripts, teacher recommendations, and information on other pertinent school activities. Students share their learning publicly through project-based learning opportunities 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 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 fouryear higher education institutions. GPA believes that teaching students how to learn and how they learn best is as critically important, if not more, to their future as learning current content requirements. In the same way, teaching students how to be positive citizens in a global society is as important, if not more, to their current success as school citizens. Analysis of data is conducted in the area of reviewing grade distribution for each grade level including examination of “A-G” course-taking patterns, Quarter Final assessments, in-class assessments, AP courses and test taking patterns. In addition, results from college applications, college acceptances, and college enrollment data is collected.|Not all students entering GPA are adequately prepared from their previous schools to engage in the rigorous curriculum that is being implemented at GPA. 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, additional 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. Our 24/25 data shows improvements in our targeted growth areas aligning with our LCAP goals. The updated LCAP data indicates that the current practices at GPA are supporting student achievement and growth overall, such as, but not limited to: REACH school culture,  2025-26 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 19 of 19 GPA's 7 Alignment Essentials, ongoing PD, differentiated instruction, 1:1 and small group instruction, project-based instruction, and ongoing professional development.) In the 24/25 school year, GPA was no longer involved in accountability compliance programs, such as Differentiated Assistance, ATSI. However, GPA will continue to monitor and adjust accordingly to ensure the subgroups targeted for additional support continue to improve and flourish. GPA continues to implement our CIM plan in support of our students with disabilities. 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.|Met||2025-06-17|2025
37683380121681|San Diego Global Vision Academy|7|SDGVA uses a comprehensive, data-driven approach to ensure all TK-8 students—including unduplicated groups and Students with Disabilities—have access to and are enrolled in a broad course of study. Key locally selected measures include: • Universal Screening: All students take Fastbridge aReading/aMath and Fountas & Pinnell assessments multiple times per year. Data is disaggregated by grade, student group, and individual need to inform placement and interventions. • Enrollment and Participation Tracking: SDGVA tracks enrollment and participation in core subjects (ELA, Math, Science, Social Studies, PE) and enrichment (Art TK-8, Music TK-4, Taekwondo TK-5), ensuring 100% implementation of weekly lessons/ • MTSS Framework: Regular Multi-Tiered System of Supports (MTSS) meetings review academic, behavioral, and social-emotional data by group, monitoring access and adjusting supports as needed, with a focus on at-risk and special populations. • IEP Monitoring: For Students with Disabilities, IEP progress, goal alignment, and collaboration between general and special educators ensure access to grade-level content. • Attendance and Expanded Learning: Attendance rates and participation in after- school/expanded learning programs are tracked by group to ensure equitable access. These tools enable SDGVA to provide ongoing monitoring and continuous improvement, ensuring all students, regardless of background or need, have access to a broad, rich course of study.|SDGVA ensures all TK-8 students—including unduplicated student groups and Students with Disabilities—have full access to and are enrolled in a broad course of study through systematic monitoring and targeted supports. Universal screener assessments (Fastbridge aReading/aMath, Fountas & Pinnell) are administered to all students and disaggregated by grade and group, informing placement and intervention. Enrollment and participation in core subjects (ELA, Math, Science, Social Studies, PE) and enrichment (Art TK-8, Music TK-4, Taekwondo TK-5) are tracked to ensure 100% implementation of planned weekly lessons, with make-ups for any missed sessions, guaranteeing equitable access. For Students with Disabilities, SDGVA’s inclusion model and IEP monitoring ensure access to grade-level content, with collaborative planning between general and special educators. English Learners receive designated ELD instruction and targeted interventions, reflected in a significant increase in ELPI performance. MTSS meetings review academic, behavioral, and social-emotional data by group, ensuring interventions are responsive to student needs. Recent data shows no significant differences in access or enrollment across school sites, as all programs are implemented schoolwide. Overall, SDGVA’s data-driven tools and supports result in high rates of access and enrollment in a broad course of study for all students, with ongoing efforts to close achievement gaps|San Diego Global Vision Academy (SDGVA) ensures that 100% of its students, including all grade spans, unduplicated student groups, and individuals with exceptional needs, have full access to a broad course of study encompassing core academic subjects (ELA, Math, Science, Social Studies, PE) and enrichment opportunities (Art TK-8, Music TK-4, Taekwondo TK-5) as outlined in the school’s LCAP Goal 1, Action 5. There are no barriers preventing students from accessing or enrolling in these courses. SDGVA’s data-driven approach utilizes universal screening, ongoing progress monitoring, and regular MTSS (Multi-Tiered System of Supports) meetings to identify and address individual student needs, ensuring equitable access for all. The MTSS framework is continuously strengthened to proactively support students and maintain high levels of access and participation across all student groups. Through these systems, SDGVA affirms its commitment to providing every student with a comprehensive and inclusive educational experience.|SDGVA ensures 100% of students have access to a broad course of study (LCAP Goal 1, Action 5) Based on ongoing analysis of universal screener data, state assessments, and feedback, SDGVA has implemented and will continue to strengthen the following actions: • Expanded MTSS: Regular data-driven MTSS meetings identify and address academic, behavioral, and social-emotional needs for all students, including unduplicated groups and SWD. • Targeted Staffing: New positions funded for 2025-26 (Associate Director of Academic Achievement, additional Instructional Associates, Counselor) will increase capacity for intervention, small group instruction, and student support. • Professional Development: Continued training for teachers and instructional associates focuses on differentiated instruction, Universal Design for Learning, and strategies for EL & SWD. • Program Expansion: Enrichment offerings have been expanded, with increased participation and resources to ensure all students benefit from a diverse curriculum. • Family Engagement: Enhanced through Parent University, advisory committees, and targeted outreach to support student learning at home. • Continuous Monitoring: Universal screening, progress monitoring, and MTSS reviews ensure timely, responsive adjustments to supports and interventions. These actions reflect our commitment to equity and continuous improvement, ensuring all students remain enrolled in and have access to a comprehensive, high-quality course of study.|Met||2025-06-18|2025
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||2025-06-11|2025
37683380123778|Old Town Academy K-8 Charter|7|The LEA utilizes attendance data to monitor student access; however, as a small school, OTA ensures that all students have equitable access to the same broad course of study. Beginning next year, additional learning opportunities will also be available through an expanded after-school program.|As a small school, OTA ensures that all students have equitable access to a broad course of study. This includes a range of middle school electives designed to support academic exploration and student engagement.|While the LEA provides all students with access to a broad course of study, limited academic funding remains a significant barrier to expanding those offerings further.|The LEA aims to expand student opportunities through enhancements to both the core curriculum and the after- school program in the upcoming school year and beyond.|Met||2025-06-18|2025
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.|Despite staffing limitations, we've expanded our course offerings in active education, STEM, arts, and electives. Over the past two years, we've added a fourth-year Pre-Calculus course and a new science class. Through our partnership with City College Outreach, seniors receive support applying for the Promise Fund, and all high school students can enroll in local community college classes with our assistance. This semester, we introduced Subjects, an online A-G credit recovery platform that helps students retake and pass courses like English, Spanish, Photography, Biology, and History through flexible, tutor-supported online learning.  We continue to offer AP courses, including AP Human Geography and AP Computer Science, to prepare students for college-level work. FAFSA and additional counseling services further support college readiness. WAHUPA also provides help with college and financial aid applications and academic support. Guest speakers regularly present college and career options to middle and high school students. Seniors participate in college field trips to explore academic opportunities. Lastly, we've improved teacher retention over the past three years and added a math teacher to reduce class sizes and increase course variety.|Met||2025-06-06|2025
37683380126730|Kavod Charter|7|Kavod is a single-site LEA. All students enrolled have equal access to all courses. Additionally, students who are identified as English language learners also receive designated instruction via English Language Development. All students with disabilities receive instructional support based on their Individualized Education Plans (IEP)s.|There were no differences across the LEA and student groups having access to and enrolled in board course of study. All students have access to the courses. Beginning in middle school, math and world language courses are leveled based on a student's proficiency.|There were no identified barriers preventing the LEA from providing access to a broad course of study for all students.|Students who are flagged as potential English learners will be Initial ELPAC tested prior to the start of school to expedite them getting access to designated instruction via English Language Development.|Met||2025-06-16|2025
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.|All e3 scholars have access to, and are enrolled in, 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.|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||2025-06-12|2025
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, as well as standards-based  instructional materials that support grade -evel proficiency.|Met||2025-06-18|2025
37683380129395|Elevate|7|Primary Measurement Tools: Elevate employs Master Schedule Analysis through annual reviews ensuring 100% student participation in electives and enrichment across all grade levels. CALPADS enrollment data tracks course participation by student groups including English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities. The school conducts textbook inventory and classroom observations to monitor that 100% of students have access to standards-aligned materials across all subjects.  For grades K-5, the school monitors access to core subjects (ELA, Math, Science, Social Studies) plus Art, STEAM (grades 2-5), PE, and Health. Grades 6-8 receive core subjects plus Art and STEAM electives. Comprehensive Monitoring Approach The school tracks participation through annual master schedule reviews, textbook inventory, classroom observations, and SARC Physical Fitness Test data. This ensures equitable access for all 476 students, including 46% socioeconomically disadvantaged, 14% students with disabilities, and 7% English learners across three campuses. Comprehensive curriculum monitoring includes standards-aligned materials access and 100% participation rates for all unduplicated student groups and students with exceptional needs in Visual/Performing Arts, PE, Health, and STEAM programming to maintain compliance with broad course of study requirements.|Based on locally selected measures, Elevate School demonstrates strong broad course of study access across all 476 students and three campuses. Master Schedule Analysis shows 100% student participation in electives and enrichment programs, with no significant differences between school sites. Current Access Status: All students across grades K-8 receive comprehensive curriculum including core subjects, Visual/Performing Arts, PE, Health, and STEAM programming. Serra Mesa campus (K-3), Tierrasanta campus (4-5), and Elevate Middle School (6-8) maintain equivalent course offerings aligned to their respective grade spans. Student Group Equity: CALPADS data confirms equitable access across all student groups, including 46% socioeconomically disadvantaged students, 14% students with disabilities, and 7% English learners. No enrollment gaps identified between unduplicated student groups and general population. Progress Over Time: Physical Fitness Test participation shows mixed trends: Grade 5 participation declined from 100% (2022-23) to 82% (2023-24), while Grade 7 improved from 94% to 100%. Overall course access remains stable at 100% participation across all subject areas. Implementation Consistency: Textbook inventory and classroom observations confirm 100% access to standards-aligned materials across all campuses and student populations, demonstrating sustained commitment to comprehensive educational programming regardless of student demographics or campus location.|Elevate School has effectively addressed potential barriers and maintains comprehensive broad course of study access for all students. Staffing Solutions: Quick replacement of departed art teacher and credentialed long-term substitutes for maternity leaves ensured program continuity without disruption. Multi-Campus Coordination: Three-campus structure enables grade-appropriate specialization while maintaining consistent curriculum standards and equitable resource distribution across Serra Mesa (K-3), Tierrasanta (4-5), and EMS (6-8). Strong Implementation: Physical Fitness Test shows Grade 7 achieving 100% participation improvement, while Grade 5 maintains 82% participation. All students maintain 100% access to core curriculum requirements. Comprehensive Access: Master Schedule Analysis confirms 100% student participation in electives and enrichment programs across all student groups, including 46% socioeconomically disadvantaged, 14% students with disabilities, and 7% English learners, demonstrating successful broad course of study implementation without significant barriers. Strategic Resource Optimization: Systematic resource allocation and 1:1 device ratios demonstrate effective distribution of materials and technology. Annual textbook inventory confirms 100% access to standards-aligned materials for all students. Elevate's comprehensive systems ensure 100% student participation in broad course of study requirements across all student groups and campuses.|Based on locally selected measures results, Elevate School has implemented key actions to ensure comprehensive broad course of study access: Staffing Solutions: Hired replacement art teacher and promoted Art Program Assistant to permanent staff, ensuring program stability across all grade levels. Resource Enhancements: Purchased additional Illustrative Mathematics workbooks for grades 3-8, replacing online access with physical materials. Added iPad class sets for Kindergarten/ELOP, maintaining 1:1 device ratios schoolwide. Systematic Monitoring: Annual master schedule reviews ensure 100% student participation in electives and enrichment. Textbook inventory processes maintain standards-aligned materials access across all campuses. Infrastructure Maintenance: Completed facility inspections with excellent scores and ongoing collaboration with site lessors ensures optimal learning environments. Ongoing Actions: Continued comprehensive tracking through CALPADS enrollment data, classroom observations, and Physical Fitness Test monitoring to immediately identify and address any access gaps. These implemented actions sustain 100% broad course of study access for all 476 students across three campuses, maintaining equity for all student groups including 46% socioeconomically disadvantaged, 14% students with disabilities, and 7% English learners.|Met||2025-06-09|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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||2025-06-09|2025
37683380135913|Urban Discovery Academy Charter|7|UDA 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 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 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. All student groups have access to the broad course of study, including enrichment coursework and college preparatory curriculum.|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||2025-06-18|2025
37683380136663|America's Finest Charter|7|America’s Finest Charter uses i-Ready 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, our students come from diverse backgrounds and various locations. Not all students are fully prepared to engage with the rigorous curriculum we've implemented. One of the biggest challenges to full participation in school activities is the limited time available for all students to engage.|Individual academic plans are created to ensure that all students facing academic challenges receive the necessary support to succeed at America’s Finest Charter School. Our high school offers Advanced Placement (AP) classes and dual enrollment opportunities with San Diego City College, ensuring that all students complete the A-G requirements needed for college admission. Our staff will monitor student participation and success in AP classes and dual enrollment programs to measure their progress effectively. We will hire appropriate staff to assist and support teachers, ensuring that all students have access to a broad course of study. Our continued support aims to prepare students for high school graduation and college entrance.|Met||2025-06-23|2025
37683383730959|Altus Schools Charter School of San Diego|7|As of CBEDS 2024-2025 Altus Schools Charter School of San Diego served 1,375 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 24.0% •	Percentage of English Learners: 14.4% •	Percentage of Socioeconomically Disadvantaged: 73.7% •	Percentage of Homeless and Foster Youth (FY): 12.7%  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||2025-06-26|2025
37683383731189|Preuss School UCSD|7|The Preuss School UC San Diego uses a variety of tools to monitor scholar access to a broad course of study. These include course enrollment data disaggregated by grade span and scholar group; master schedule analyses; UC/CSU a-g completion tracking; Fastbridge, CAASPP, ELPAC, and CAST scores; as well as counselor monitoring logs and individualized academic planning records. Internal audit tools, such as Senior Exhibition rubrics and Senior Wheel participation reports, supplement course completion data with metrics that assess real-world experience. Regular reviews by leadership and department chairs ensure enrollment equity across unduplicated groups and scholars with exceptional needs.|All Preuss scholars are enrolled in a rigorous, detracked, college-preparatory A-G aligned course sequence beginning in middle school. Access to advanced coursework is universal—scholars take AP courses in grades 9–12 and begin a-g coursework in grade 8. There is no differentiation by ability group, and all scholars, including English Learners, foster youth, and low-income scholars, have equal access to core academic, VAPA, STEM, PE, and elective offerings. Scholars also participate in enrichment activities, such as internships and service learning, through the Senior Wheel. Course enrollment patterns are regularly audited to ensure alignment with demographic diversity, and internal reports show 100% access to UC/CSU-eligible pathways.|Despite Preuss’s detracked model, logistical challenges remain. These include limited staffing in specialized areas (e.g., VAPA and STEM electives), scheduling conflicts for intervention and enrichment blocks, and insufficient physical space to expand course offerings. Additionally, balancing targeted supports (such as ELD or academic intervention) with maintaining full elective participation can be challenging for scholars requiring intensive services. Transportation limits some scholars' ability to engage in off-site experiences or after-school programs, particularly those with caregiving or work responsibilities.|To address access barriers, Preuss has expanded its course offerings (e.g., AP African American Studies, Data Science), enhanced partnerships for VAPA and STEM electives, and invested in staff professional development aligned with inclusive instructional practices. The school has also adopted the MTSS framework to embed intervention within the school day, thereby minimizing scheduling conflicts. The modernization of classroom spaces and the continued use of scholar academic planning tools have further improved flexibility. The school continues to monitor access via disaggregated course and participation data, adjusting course placement practices based on scholar performance and diagnostic assessments.|Met||2025-06-12|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
37683383731395|Altus Schools Audeo|7|As of CBEDS 2024-2025 Altus Schools Audeo served 402 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 24.0% •	Percentage of English Learners: 8.0% •	Percentage of Socioeconomically Disadvantaged: 64.4% •	Percentage of Homeless and Foster Youth (FY): 6.9%  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||2025-06-26|2025
37683386039457|Darnall Charter|7|The LEA uses the school’s student information system (SIS) to manage and track scheduling and enrollment. Through the SIS, all students are offered access to the full range of courses available at the school. This system allows the LEA to monitor student enrollment across grade spans, unduplicated student groups, and individuals with exceptional needs to ensure equitable access to a broad course of study for all learners.|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 have access to core curriculum and electives.|There are no seen barriers to the LEA providing a broad course of study to all students.|The LEA will maintain this range of curricular offerings for all students.|Met||2025-06-20|2025
37683386039812|Keiller Leadership Academy|7|KLA uses a combination of student schedules, master schedule audits, and CALPADS enrollment reports to track access to a broad course of study. These tools are reviewed by site leadership, counselors, and the MTSS/504/Special Education teams to ensure that all students—including unduplicated groups and students with exceptional needs—are equitably enrolled in core academic subjects, as well as enrichment courses (e.g., PE, electives, and visual/performing arts). Student feedback and Panorama SEL survey data also inform our evaluation of equitable access and student engagement.|All students at KLA have full access to core content areas (Humanities (ELA & Social Sciences), math, and science) as well as PE and electives consisting of: world languages, media arts, visual arts, and performing arts. Master schedule audits and student schedule reviews show consistent access across grade levels and student groups. Students with exceptional needs are included in general education settings with appropriate supports. Over time, access has expanded through targeted support for ELs and students with IEPs. There are no major disparities across student groups, though students requiring intensive academic interventions may have limited elective choices, which the LEA is working to address.|One primary barrier is scheduling conflicts caused by intervention and support periods, which can reduce access to electives for students receiving intensive academic support. Staffing shortages in specialized areas (e.g., arts, world language) limit course offerings. Budget constraints also impact the ability to hire and retain credentialed staff for a wider variety of enrichment courses. Additionally, students with IEPs may require smaller class settings or modifications that affect full participation in broader courses.|KLA has revised its master schedule to allow for embedded intervention within the school day, preserving access to electives. The LEA has prioritized hiring and retaining credentialed staff for elective and enrichment areas, including partnerships with community organizations to offer expanded learning opportunities. KLA is also exploring flexible scheduling, cross-curricular electives, and co-teaching models to support inclusion for students with exceptional needs while maintaining access to a full course of study.|Met||2025-06-10|2025
37683386040018|Harriet Tubman Village Charter|7|HTVCS uses teacher credentials, classroom schedules, and master schedules in PowerSchool to monitor and ensure all students have access to and are enrolled in a broad course of study. Every student participates in core subjects, including Math, ELA, Science, and Social Studies, as well as Physical Education, Health, and Music. This comprehensive coursework is provided to all students, including students in unduplicated groups and individuals with exceptional needs. When necessary, additional supports are provided to ensure students with exceptional needs can fully participate in all aspects of the curriculum.|As a small charter school, HTVCS ensures that all students have access to and are enrolled in English, Mathematics, Social Science, Science, Physical Education, Health, and Music. 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, any barriers to participation for students with exceptional needs are addressed within the IEP, 504, or SST process. Depending on a student's specific needs, appropriate supports and resources are provided to ensure full participation in a broad course of study.|Since HTVCS is a small school, we currently lack the staffing or physical space to provide CTE or World Languages to our 7th and 8th graders. As a TK-8 school program, our priority remains developing student proficiency in core academic subjects and leadership skills to prepare them for success 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.|Met||2025-06-24|2025
37683386040190|King-Chavez Primary Academy|7|The 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 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.|KCCA 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||2025-06-04|2025
37683386061964|The O'Farrell Charter|7|The LEA uses PowerSchool (moving to AERIES) as its primary tool to track student enrollment across all courses and grade spans, disaggregated by unduplicated student groups and students with exceptional needs. Through this student information system, the LEA monitors course access and ensures that students are enrolled in a broad course of study, including core academic subjects, AP and honors classes, CTE pathways, and electives.  High school counselors conduct annual transcript reviews and hold meetings with every student to confirm that they are on track to meet the LEA’s graduation requirements, which exceed California’s A-G standards. This process helps ensure equitable access to rigorous coursework for all student groups. Additionally, student survey responses indicate awareness of and access to college and career preparation opportunities, reinforcing the LEA’s commitment to broad academic exposure and alignment with post-secondary goals.|All students at OCR have access to, and are enrolled in, a broad course of study that aligns with their grade level and educational needs. As a single-site charter school, there are no differences across school sites. At the elementary level, all students receive instruction in music, technology, physical education, and Spanish, ensuring a well-rounded educational experience. Middle and high school students are provided with a wide range of elective courses, including those aligned with college and career pathways.  At the high school level, all students meet or exceed California’s A-G requirements. All academic courses are UC-approved, and annual transcript reviews ensure that students stay on track for graduation. Enrollment in honors and AP courses is monitored to maintain demographic equity, with enrollment patterns closely reflecting overall school demographics. This proactive approach ensures equal access to advanced academic opportunities across all student groups.  Student survey data supports this inclusive academic approach, with 77.45% of students indicating they feel academically motivated. Responses also highlight strong student appreciation for AVID, extracurriculars, and enrichment opportunities such as field trips and tutoring, affirming the school’s commitment to providing a diverse and engaging curriculum. These findings confirm that OCR is making strong progress in maintaining equitable access to a comprehensive and challenging course of study for all learn|There are no seen barriers to the LEA providing a broad course of study to all students. However, a small number of open-ended responses suggest that some students may desire greater variety in clubs and extracurricular offerings, particularly at the secondary level. While not a structural barrier, this feedback points to a potential area for expanding engagement options to better meet student interests. Additionally, a few students noted the need for improved facilities or resources in specific areas, such as playgrounds or food services, though these comments do not directly reflect academic access limitations.|The LEA will continue to offer this curricular program selection to all students.|Met||2025-06-09|2025
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 (soon to adopt the Illustrative Math new math curriculum) which are aligned to the common core standards that gives our staff the ability to assess students on an ongoing basis. Our 3rd through 5th grade students engage in the CAASPP State Assessment to assess their mastery levels in English Language Arts, Math, and Science. Supplemental ELA and Math digital programs are also implemented in the classroom in which all students have access to for enrichment.|All students have access to the same assessment tools, technology, and knowledge of their outcomes. The program may vary slightly due to grade level application, but all students have access to the same course of study aligned to the common core state standards.|The barriers that may arise are technology challenges, absenteeism, lack of teacher management of the secure testing environment, and lack of ongoing professional development. Another barrier that could be an important factor is the lack of knowledge and access of family understanding the importance of the assessments.|McGill continues 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 and have engaged the appropriate committees to agree to the ongoing efforts to equip all students with the supplemental support services needed.|Met||2025-06-18|2025
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||2025-06-02|2025
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||2025-06-24|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 range of courses for all students, thereby eliminating any existing disparities. 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||2025-06-10|2025
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||2025-06-04|2025
37683460000000|San Dieguito Union High|7|SDUHSD continues to use Aeries, the district student information system, course registration, and ongoing record audits to track how many 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, as well as consistent and expanded placement tools 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 continue 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.  On the 2024 California School Dashboard, English Learner Progress received an green indicator, which is a drastic improvement from the orange indicator that appeared on the 2023 Dashboard. At the same time, this group continues to be overrepresented in below-grade-level and intervention courses and earns higher rates of D/F grades. Expanded remediation offerings, including summer school, were targeted to this content.  -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 a full course of study in grades 7-12. District students continue to graduate at a higher rate (96.3%) than the state (86.7%) average. The following groups received an orange indicator and are comparable to state averages for like peers:   - English Learners 78.1%/77.9%,   - Homeless 71.4%/75.7%.   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 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 support 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 graduation and college eligibility; review and revise graduation board policy to support. -Implement intentional strategies to improve course access for students with 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, expand summer school offerings, and increase credit recovery opportunities for students who did not pass a required course.|Met||2025-06-18|2025
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, French, American Sign Language, Coding, Leadership, VAPA, and Yearbook 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 are cognizant of these challenges and, especially for students requiring extra remediation, 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 RTI 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.  The YClub program was created to provide before and after-school enrichment and remediation activities. By providing additional opportunities for our unduplicated students, the District seeks to close the achievement gap.|Met||2025-06-25|2025
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||2025-06-17|2025
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 San Ysidro School District (SYSD) Multi-Tiered System of Support (MTSS) model, we are committed to ensuring that all students have equitable access to high-quality Tier 1 instruction. Students are placed in Tier 2 or Tier 3 supports based on their present levels of performance, with regular monitoring to ensure that every learner continues to access a broad and rigorous course of study. English learners at the middle school level who require designated ELD instruction may have limited access to elective options until they are reclassified. Similarly, some students with disabilities are served in more restrictive environments as determined by their Individualized Education Programs (IEPs) and current needs. SYSD remains focused on expanding access and opportunities for all students. Our efforts are guided by the following priorities: Course Diversity – Ensuring all students have access to the full range of core academic subjects. College and Career Readiness – Supporting growth in reading, problem-solving, critical thinking, and communication skills. Pathways to Graduation – Creating clear academic pathways that align with state graduation requirements. Standards Alignment – Maintaining strong alignment with state standards as outlined in the SYSD Standards Matrices Through continuous reflection and partnership with families, educators, and support teams, we strive to ensure that all students thrive.|SYSD is committed to providing a strong, multi-tiered instructional program that is responsive to student needs and based on current performance levels. Every effort is made to maintain appropriate proportionality across Tiers 1, 2, and 3, ensuring that all students receive the level of support they require while still accessing a broad course of study. One area of continued focus is ensuring that English learners in grades 7 and 8 who receive designated ELD instruction also have access to a wide range of elective opportunities. While these students currently receive targeted language support during periods that may overlap with electives, SYSD is actively exploring innovative scheduling models and instructional strategies to expand access to enrichment opportunities while continuing to meet their linguistic and academic needs. Our goal is to ensure all students experience a well-rounded education that supports both language development and personal interests.|San Ysidro School District (SYSD) is implementing several key actions to ensure all students have equitable access to a broad course of study. To expand opportunities for English learners, the district is prioritizing early reclassification—ideally before 7th grade—so students can access a wider range of electives in middle school. In 2023–2024, SYSD began developing a plan to expand the Dual Language Immersion program to the middle school level, with the goal of offering the Pathways to Biliteracy Seal at the time of promotion. Empathy interviews with Long-Term English Learners (LTELs) and listening circles with ELD teachers have informed instructional decisions and highlighted areas for improved language support. For students with disabilities, inclusion models have been refined and expanded to increase access to general education settings and ensure meaningful participation in core instruction. Additionally, both middle schools are broadening Career and Technical Education (CTE) opportunities, and SYSD is expanding Advancement Via Individual Determination (AVID) in grades 7–8 to build academic confidence and support postsecondary readiness for all students.|Met||2025-06-24|2025
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, STREAM, media center, 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||2025-06-18|2025
37683950000000|South Bay Union|7|We have two dependent TK-8 charter schools, with three schools offering Dual Immersion programs. Several schools have specialized programs open for transfer, including Visual and Performing Arts, STEAM Academy, No Excuses University, Leader in Me, and the Academy of Global Leadership and Empowerment.  We use Synergy to manage class rosters and attendance for general and special education. All core subjects are taught, including ELA, Math, Science, History/Social Science, PE, SEL, and Designated ELD. TK-6 students receive weekly VAPA/STEM lessons, and regular classroom walkthroughs ensure instructional fidelity.  During Integrated ELD, no new core instruction is given to ensure equitable access to grade-level content. SEIS is used to manage IEPs, ensuring timelines, goals, and instructional minutes are met. Services outlined in IEPs are provided, and all students have access to recess and lunch.|Some of our schools offer specialized programs—such as Dual Immersion, Visual and Performing Arts, Academy of Global Leadership and Empowerment, STEAM Academy, No Excuses University, two middle schools, and Leader in Me schools—to which all students may request a transfer. Core content is taught at all schools, and all TK–6 students receive weekly VAPA/STEAM lessons. Master and daily schedules are created and monitored to ensure core content instruction meets required minutes, supported by regular walkthroughs and observations.  Case managers collaborate with classroom teachers to ensure students with IEPs receive their services without missing core subjects. During designated ELD time, no new core instruction occurs to ensure English Learners have equal access to grade-level content and curriculum.|We support having each school specialize in a specific focus to expand student opportunities and choice. However, challenges include ensuring financial sustainability, adequate facilities, and hiring certified staff to support the new programs.|Through funding that has been provided, we've expanded our support staff, which includes counselors, social workers, and family liaisons to address social and emotional learning, and Learning Acceleration Tutors to address academic needs. These systems ensure all students can access core content and a guaranteed, viable curriculum at their grade level. A new dual immersion program was added at another site in response to parent advocacy. Family and community input, gathered through ELAC, DELAC, School Site Councils, and the LCAP Advisory Board, has informed program decisions. Site-based TOSAs were also added to provide professional development and participate in and lead PLCs at their designated schools.|Met||2025-06-11|2025
37683956040505|Imperial Beach Charter|7|We use our Master Schedule to ensure that all students have access to a broad course of study. This is for all students TK-8th grade.|We provide English Language Development (ELD) in different ways across the grade spans. In our elementary classrooms, students are provided small group support for ELD instruction to support their continued grasp of the English language. In our middle school classes, we have separate classes for our Emerging Multilingual Learners where they receive direct instruction based on their level of English comprehension. We also provide an Integrated Math I course, for 8th graders who are advanced in mathematics and wish to take a high school level math course of study.|Currently, we are meeting the needs of our students from TK-8th grade.|We will continue to support our students with the schedule to ensure they have the required courses based on California academic standards.|Met||2025-06-11|2025
37683956040513|Nestor Language Academy Charter|7|Our school has implemented a Master Schedule to ensure equitable access to learning opportunities for all students.|Our school has established a dedicated English Language Development (ELD) schedule to ensure multilingual learners receive the required instructional time and targeted support for language growth.|While our middle school master schedule, student groupings, and available physical space present some scheduling challenges, we are actively working to address these by adding additional support staff to ensure designated services and targeted support are provided effectively.|We are looking to improve our middle school master schedule to ensure designated services and targeted support are provided effectively.|Met||2025-06-11|2025
37684030000000|Spencer Valley Elementary|7|Spencer Valley School, a small district with limited resources and 44 students, tracks student access to a broad course of study through several local measures.  To ensure all students, including unduplicated groups and those with exceptional needs, have access to a well-rounded curriculum, the school relies on: Internal Data and Course Offerings: Due to the low student-to-staff ratio, the school meticulously tracks student enrollment in core subjects (English, Math, Science, Social Studies) and electives like Visual and Performing Arts and Physical Education. This ensures every student is on track. Teacher Reporting: Teachers closely monitor individual student progress and engagement, providing real-time, informal data on how students, including English learners and those with special needs, are accessing the curriculum. Formal Reporting: The school uses its Local Control and Accountability Plan (LCAP) and School Accountability Report Card (SARC) to formally document how it is meeting state standards and providing a comprehensive education, with a specific focus on equitable access for all student groups. These combined methods allow Spencer Valley to effectively ensure and track that every student receives a comprehensive and equitable education tailored to their needs.|Using local measures, Spencer Valley School ensures all students have access to a broad course of study. Due to the small school size (44 students, 16 staff), formal tools like the California Healthy Kids Survey are not viable. Instead, the school relies on internal tracking of student enrollment and teacher observations. Every student is enrolled in the full breadth of the state-mandated curriculum, including core subjects (English, Math, Science, Social Studies), as well as Visual and Performing Arts and Physical Education. The small student-to-staff ratio allows teachers to closely monitor individual student progress and engagement, ensuring all students, including unduplicated student groups and those with exceptional needs, are accessing and benefiting from the curriculum. While there are no differences to report across school sites due to it being a single-site district, the school's LCAP reports how services are provided to unduplicated student groups, ensuring equitable access. This commitment to individualized attention and continuous tracking through teacher and LCAP reporting demonstrates the school's strength in providing a broad course of study for all students, regardless of their background or needs.|At Spencer Valley all students currently have access to a broad course of study, but we understand that we do have potential barriers, especially since we are a small school district. Given the school's size (44 students) and limited staff (16 members), the primary barrier is limited specialized staff.  A small staff size means that teachers often need to cover multiple subjects and grade levels. While this can be a strength in building a close-knit community, it can also be a barrier to offering advanced, specialized courses. For example, offering a wide array of different courses, a dedicated foreign language program beyond the basics, or a robust selection of arts and music classes is challenging due to staffing constraints.  As a single-site school, Spencer Valley provides a comprehensive curriculum, but does not have the capacity to offer the same variety of electives or extracurricular activities found in larger districts.  These are current challenges that should be considered for continuous improvement and long-term planning, particularly as the school seeks to enrich its offerings and ensure all students have equitable access to a wide range of educational experiences.|To ensure continued access to a broad course of study, Spencer Valley School could look to implement different key actions. The school could look to develop strategic partnerships with other local districts, community colleges, or educational organizations to overcome staffing limitations. These collaborations would allow students to access specialized electives or advanced courses through joint enrollment, shared teachers, or online platforms. Concurrently, the school could leverage technology to expand its offerings, investing in online course platforms that provide a variety of electives, and using digital resources to supplement the curriculum. This dual approach of forming partnerships and utilizing technology will allow the school to provide a more diverse and comprehensive education, despite the challenges of its small size.|Met||2025-06-18|2025
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 2024-2025 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. Insight is providing opportunities for students to be dual enrolled with a community college to ensure exposure to college courses and credits. Students are enrolled in four courses each trimester to allow students to focus on less material at a time, this allows for more focus on fewer courses for students. 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. Wi-Fi access for students who are homeless or socioeconomically disadvantaged can be difficult, Insight provides hotspots for students to support with access, but it proves difficult at times.|Insight has improved its Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.    New math options were provided beginning in the 2024-2025 school year that proved to be successful with our students based on growth data collected. 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. Preliminary data from state assessments show promise with the new courses chosen.|Met||2025-06-25|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-25|2025
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 2023-2024 our graduation rate (90% - increased 1%) improved, although we did have many students opt for the California Graduation Plan.   Here is the performance of student groups:  African American (84%- increased 2%), Asian (99%- increased 5%), Hispanic (89%- increased 1%), White students (93%- increased 1%), English Learners (84%- increased 2%), Foster Youth (68%- decreased 3%), Homeless Youth (76%- increased 4%), Socioeconomically Disadvantaged (89%- increased 2%), Students with Disabilities (79%- increased 2%).  (Our 2024-2025 graduation rate is not yet available.) In 2023-2024 the Middle School Promotion Rate increased to 71% (from 63% in 2022-2023).  Student groups that are performing above the district average include African Americans (66%) and Redesignated Fluent English Proficient students (79%).  Student groups who are performing below average include Students with Disabilities (43%), English Learners (49%), and Foster/Homeless students (38%). (Our 2024-2025 promotion rate is not yet available.)|During the 2024-2025 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 20%, 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 2024-2025 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 also implemented Learning Walks with Site administrators to develop a shared understanding of instructional quality to better support improved instructional practices.  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 2025-2026 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||2025-06-23|2025
37684110126086|Hawking S.T.E.A.M. Charter|7|According to CalPads Fall 1 data (the most recent certified data available), Hawking STEAM Charter School serves 1,321 students in grades TK-8 with the following demographics: 94% Hispanic, 3% White, 1% African American, 1% Filipino, 1% 2+ Races, 13% Students with Disabilities (SWD), 44% English Learners (EL), 0.1% Foster Youth (FY), 0.5% Homeless Youth (HY). Hawking uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal/ during classroom observations and ensure classroom schedules are being followed. Hawking tracks students' access to and enrollment in a broad course of study in alignment with Ed Code 51210 using various tools. 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.|100% of the students have access to a broad course of study and Hawking STEAM Charter School will continue to monitor this to ensure no barriers arise to change access.|No changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.|Met||2025-06-25|2025
37684113731304|MAAC Community Charter|7|Student Information System (SIS) reports (InfiniteCampus): Used to monitor student enrollment in required core academic subjects and electives across grade spans 9–12. The system allows disaggregation by English Learners, foster youth, homeless students, low-income students, and students with disabilities.  Master Schedule Analysis: Reviewed annually to ensure course offerings meet California Education Code requirements and support a broad, standards-aligned curriculum—including courses in ELA, mathematics, science, history-social science, CTE, physical education, health, and the visual/performing arts.  IEP Tracking System: Used to ensure students with exceptional needs have equitable access to both general education and specialized courses, in alignment with their individualized learning goals.  Course Access and Pathway Review Meetings: Held by the academic leadership team and counselors to assess student enrollment trends, identify gaps in access to enrichment courses, and guide master scheduling decisions.|Extent of Access and Enrollment: Core Academic Courses: 100% of students are enrolled in core subjects required for graduation and college eligibility, including A-G aligned coursework.  Physical Education & Health: All students are enrolled in PE, and health instruction is integrated into the advisory and life skills curriculum.  CTE: MCCS offers pathways such as Digital Media through Clear Digital Labs. Enrollment in CTE courses has increased, especially among English Learners and low-income students.  Visual & Performing Arts: Art is offered as an elective; however, demand sometimes exceeds available seats, which the school is working to address.  Students with Disabilities: Through inclusive scheduling and co-teaching models, students with IEPs are enrolled in the general education curriculum with necessary supports.  Identified Differences & Equity Focus: English Learners: Historically under-enrolled in some advanced electives or honors courses, though recent changes in academic counseling and expanded ELD supports have begun to close this gap.  Students with Disabilities: While access has improved, there is ongoing work to increase participation in CTE and enrichment electives through individualized supports and accommodations.  Homeless & Foster Youth: These students have full access to the course of study, but the school continues to monitor attendance and credit completion closely, offering credit recovery and Saturday School as needed.  Over time, MCCS has made stea|1. Limited Staffing and Course Capacity Due to the school’s small size and staffing limitations, the number of elective and enrichment courses offered each semester is restricted. This particularly affects access to visual and performing arts, additional CTE pathways, and advanced coursework (e.g., AP, honors) that meet student interests and support college/career readiness.  2. Scheduling Conflicts Master schedule constraints—especially for students requiring multiple intervention or ELD support classes—can prevent students from enrolling in certain electives or enrichment opportunities. This is particularly common for English Learners and students with disabilities who may need additional academic or language support.  3. Inconsistent Participation in Enrichment by Targeted Student Groups While all students have theoretical access to the full course of study, some groups—such as English Learners, foster youth, and students experiencing housing instability—are underrepresented in CTE and elective programs due to attendance challenges, lack of awareness, or competing academic needs.  4. Space and Facility Limitations Some courses (e.g., digital media, arts) require specialized equipment or lab space. Limited facilities and shared classrooms constrain the school’s ability to expand these offerings despite student interest.  5. Lack of Substitute or Prep Time Support Teachers willing to offer additional elective or enrichment courses may lack the prep time, resources, or substi|1. Expansion of CTE and Elective Offerings MCCS is increasing access to Career Technical Education (CTE) by expanding its Digital Media pathway through Clear Digital Labs and exploring the addition of new pathways aligned with student interests and regional workforce needs. The school is also working to add more visual and performing arts electives to meet growing demand.  2. Master Schedule Redesign To reduce conflicts that limit access to electives, MCCS is revising its master schedule to better align intervention, ELD, and special education supports with elective availability. Block scheduling and flexible elective periods are being considered to accommodate more diverse course selections.  3. Targeted Counseling and Academic Planning The school’s Academic Coordinator is implementing more intentional academic advising practices, particularly for English Learners, foster youth, and students with disabilities. Students will receive individualized course planning and support to ensure they can access core and enrichment classes that align with their goals.  4. Credit Recovery and Enrichment Opportunities MCCS continues to offer Saturday School and after-school programs that include both credit recovery and enrichment opportunities. These programs are designed to support students who may have missed courses due to attendance or academic challenges and to offer electives beyond the regular school day.  5. Investment in Staffing and Facilities MCCS is using Equity Multiplier|Met||2025-06-24|2025
37684370000000|Vallecitos Elementary|7|Vallecitos monitors broad-course access with the five Goal 3 metrics themselves, each disaggregated in Synergy by grade span, unduplicated-pupil (EL, SED, foster) status, and IEP flag. Trip rosters maintained by the college- and career-trip coordinator are totaled each June to compute (1) the percentage of grades 3-8 students who set foot on a college campus (3.1) and (2) the percentage of all TK-8 students who tour an off-campus workplace (3.2). The same sheet records how many different worksites were visited that year (3.3), ensuring variety as well as reach. Guest-speaker sign-in logs—face-to-face or virtual—are summed each trimester to yield the annual count of career representatives who meet with classes (3.4). Finally, the SchooLinks analytics dashboard exports a completion report showing how many students, beginning in grade 3, have finished all assigned lessons and built an individual career portfolio (3.5). Short pre- and post-trip reflection surveys attached to metrics 3.1-3.3 supply a qualitative check on engagement and aspiration. Together these live rosters, logs, platform reports, and surveys give Vallecitos year-round, subgroup-specific evidence that every TK-8 learner—including English Learners, socio-economically disadvantaged pupils, foster youth, and students with disabilities—has real access to, and is actively enrolled in, a broad, college- and career-focused course of study.|Vallecitos’ single TK-8 campus continues to give every student—EL, SED, foster youth, and students with disabilities—full access to core classes plus PE and visual arts; master-schedule reviews held Metric 1.14 at 100% for the second straight year. College- and career-readiness access is expanding rapidly. All TK-8 students toured at least one workplace in 2024-25 (Metric 3.2, up from 13.7%), and the number of different sites quadrupled from 1 to 4 (Metric 3.3). Twenty-six career-guest visits (Metric 3.4) far out-paced the three-year target, bringing diverse industry voices to every classroom. Digital engagement is also strong: 90% of grades 3-8 students finished a SchooLinks portfolio that integrates SEL and career exploration (Metric 3.5). The lone access gap is college exposure: only 14% of grades 3-8 pupils visited a campus, up slightly from 8.4% but still well below the universal goal (Metric 3.1). Trip rosters show no subgroup or grade-span disparities; the constraint is bus capacity, not selective enrollment. Summary: Local indicators confirm universal enrollment in the required broad course of study and sharply rising participation in workplace, speaker, and digital career experiences for all student groups. Increasing transportation funding for college trips is the key lever identified for closing the last remaining access gap in 2025-26.|"Key barriers to full “broad-course” access surfaced by Goal 3 metrics Time Constraints/Scheduling Difficulties: Only 14% of grades 3-8 students made a college-campus trip (Metric 3.1) largely due to time constraints and scheduling difficulties. During 25-26, district and school administration will work with the grade level leadership team to plan ALL events in the fall so we can schedule the trips at that time and follow-up at different intervals during the year to ensure that they remain on track for successful execution. Limited partner pool in a rural setting. Workplace-variety rose to four sites but remains far from the 20-site target (Metric 3.3). Rainbow’s has a small commercial base. The economy is primarily agricultural and we did have ""ts industry-partner network, secure on-call substitutes, and vet off-site ADA compliance in advance, these logistical and resource constraints will continue to restrict universal, equitable access to the richest elements of the broad course of study."|To remove the logistical barriers revealed by Goal 3 metrics, Vallecitos will make the following adjustments for next year and improve upon our existing procedures. The district will sign an MOU with the North County Economic Development Council to recruit ten new industry partners within a 40-mile radius, broadening the workplace menu beyond Rainbow’s limited base. The College-and-Career lead teacher will maintain the partner log used for Metric 3.3 and report progress at each trimester Board workshop. Third, to guarantee inclusion for students with disabilities, staff will complete an ADA pre-visit checklist—entrances, restrooms, pathways—before any off-site activity is posted. Sites that fail the checklist must offer a virtual alternative so that the student still counts toward Metric 3.2 participation. Dedicated transportation funds, an expanded partner network, ADA checks, and strengthened digital access—are expected to raise college-visit participation toward universal, diversify career exposure, and ensure every subgroup can engage fully in the broad course of study.|Met||2025-06-24|2025
37684520000000|Vista Unified|7|Vista Unified monitors student access to a broad course of study through a variety of locally selected indicators, including master schedules, graduation rates, Seal of Biliteracy achievement, A-G completion rates, the College and Career Indicator (CCI), and the district’s graduation requirements. These requirements include four years of English; three years each of mathematics and history-social science; two years of science; and coursework in world language, visual/performing arts, physical education, and electives. Together, these measures help ensure that all students, including unduplicated students and those with exceptional needs, have equitable access to the full range of courses needed for high school graduation and postsecondary readiness.|Vista Unified reviews secondary site master schedules to ensure all students, including English learners, students with disabilities, and unduplicated student groups, have access to a broad course of study aligned with state and local graduation requirements. A key area of focus is ensuring that English learners are enrolled in both a designated English Language Development (ELD) course and a grade-level English Language Arts (ELA) course until they achieve English proficiency, as required by state law.  While all students, including English learners, meet requirements in core academic areas (ELA, math, science, and history-social science) the need for a designated ELD course can limit English learners’ access to elective and enrichment courses under a traditional six-period schedule. This structural limitation can affect the breadth of course offerings available to this student group, particularly in the areas of world language, visual and performing arts, and Career Technical Education (CTE).  To address this disparity, the district is expanding learning time at the secondary level. Beginning in the 2025–26 school year, both comprehensive high schools will offer a seven-period day option, providing greater flexibility for students to participate in electives and specialized programs. Additionally, our magnet high school currently operates on a 4x4 block schedule, which already supports broader access to coursework.|Based on locally selected measures, including master schedule reviews, graduation requirement tracking, and course enrollment data, Vista Unified has identified several key barriers that impact equitable access to a broad course of study for all students.    At secondary sites operating under a six-period day, students have limited flexibility to enroll in both required core academic courses and additional enrichment or elective courses. This impacts all students, but disproportionately affects English learners, who must take a designated English Language Development (ELD) course in addition to their grade-level English class. As a result, they often have fewer opportunities to participate in courses such as world languages, arts, CTE, and other electives that contribute to a well-rounded education.  Some students require multiple support or intervention courses (e.g., ELD, math lab, reading intervention), which can limit their schedule flexibility to enroll in enrichment courses or college-prep electives. This is especially true for students with disabilities, foster youth, and students performing below grade level, who may be enrolled in additional academic support services.  While one magnet high school operates on a 4x4 block schedule and another high school operates a seven period-flex schedule that naturally allows greater course access, our other comprehensive high school using a six-period day presents fewer opportunities.|To address scheduling limitations under the traditional six-period day, Vista Unified will implement flexible master schedules at the comprehensive high schools beginning in the 2025–26 school year. This structural change will provide students with greater flexibility to enroll in both required courses and electives, including visual and performing arts, world languages, and Career Technical Education (CTE) pathways. This revision is especially critical for English learners, who are currently required to take both designated ELD and grade-level English courses.  The district will strengthen its data monitoring systems to analyze enrollment trends in electives, arts, and CTE courses, disaggregated by student group and school site. This will inform resource allocation and staffing decisions to ensure equitable access to a broad curriculum across all campuses.  The district will continue to engage students, families, and educators in providing feedback on course offerings to ensure programs reflect the district’s vision and learner portrait. This includes aligning pathways with the College and Career Indicator (CCI), expanding dual enrollment, and promoting access to Seal of Biliteracy and A-G coursework.|Met||2025-06-26|2025
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|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, the deployment of Accelerated Learning Sessions (ALS) are 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||2025-06-30|2025
37684520114264|North County Trade Tech High|7|We are an LEA of approximately 160 students. All student schedules are reviewed by administration to ensure access to and enrollment in a broad course of study.|We are one school site. All students enrolled have access to all classes and are enrolled in a broad course of study.|We have no barriers to enrolling students in a broad course of study.|We continue to increase the course offerings provided at our site.|Met||2025-06-10|2025
37684520124917|Guajome Learning Centers|7|Edmentum provides us with all of this data|Edmentum provides a broad course of study|There are no barriers|There are no current revisions|Met||2025-06-10|2025
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||2025-06-10|2025
37684523730942|Guajome Park Academy Charter|7|Guajome Park Academy annually reviews its course offerings as part of the course catalog evaluation process, conducted collaboratively by administration and the counseling department. Proposed changes to graduation requirements, course offerings, or pathways are presented to the Board of Directors for approval. This process ensures that all students—including unduplicated student groups and students with exceptional needs—have access to and are enrolled in a broad course of study. Currently, 89% of core academic courses are a–g aligned and UC/CSU approved. Non–a–g courses, including career-related studies and academic support courses, contribute to a comprehensive curriculum that supports diverse learning needs and post-secondary goals. In the 2023–24 academic year, 48.2% of graduates met College/Career Readiness standards. Student success is further reflected in Early Assessment Program (EAP) results from the 2024 CAASPP: 25% of juniors tested college-ready in ELA, with another 39% conditionally ready; in math, 4% were ready, and 17% conditionally ready. To support access and success, Guajome monitors student performance across grade spans and implements targeted interventions. This includes academic counseling, progress monitoring, and instructional accommodations through IEPs and 504 Plans, ensuring all students can participate in and benefit from a broad and rigorous course of study.|Access to academic programs at GPA is rooted in an inclusive approach. Students who require additional support receive push-in or pull-out intervention services based on their individual needs. In the primary grades, English learners are identified and supported within the general education classroom, while students receiving special education services are supported through a combination of push-in, pull-out, and small group instruction both in and outside of the classroom.  In the middle and high school programs, push-in services are prioritized to maintain inclusion in general education settings. English learners participate in designated English Language Development (ELD) courses, often taught by their core English teacher to provide consistency and reinforce academic content. Special education students may take study skills courses in place of electives, while still having full access to a broad course of study, including a–g, IB, and AP courses.  GPA’s special education program is designed to meet the individual needs of students as outlined in their IEPs and in alignment with IDEA. Collaboration among general education, special education, and ELD staff ensures that student progress is consistently monitored and supported through appropriate accommodations. Additional specialists are available as required by students’ IEPs. The school’s focus remains on ensuring all students can fully engage with grade-level curriculum in an inclusive and supportive learning environment.|One barrier to providing full access to a broad course of study for all students at Guajome Park Academy is the limitation of a six-period schedule. For students who require additional support services—such as a Study Skills class (for IEP support) or designated English Language Development (ELD)—these supports are often scheduled in place of elective courses, thereby reducing access to enrichment opportunities. Another challenge is the rigor of our graduation requirements, which exceed the state minimums. While this is an intentional effort to ensure students are competitive and UC/CSU eligible, it can create access challenges for students who may need more flexible pathways. GPA requires three years of UC-approved social science, three years of lab science, three years of math (through Algebra 2), and two years of foreign language, aligning closely with UC/CSU admissions expectations. To address these barriers, GPA offers alternative pathways for students with IEPs. These students may follow a modified course of study aligned with their IEP that meets both state and local graduation requirements. When appropriate, and within the scope of the IEP, students who do not meet diploma criteria may receive a certificate of completion. These measures help ensure all students have access to meaningful learning experiences while honoring their individual needs.|To ensure all students have access to a broad course of study, Guajome Park Academy has implemented several revisions and supports based on local data and ongoing program analysis. We continue to provide accommodations and modifications as outlined in students’ IEPs and 504 Plans, ensuring equitable access to grade-level content. One significant initiative is the Student Achievement Collaboration (SAC) process, which promotes early identification and intervention for students who are struggling academically, behaviorally, or socially. Weekly SAC meetings, organized by grade level, bring teachers and support staff together to review student data, implement targeted interventions, and evaluate the effectiveness of those supports. Positive behavior strategies and discipline trends are also monitored and discussed to inform instructional and behavioral planning. In our middle and high school programs, we prioritize inclusive practices by implementing push-in services whenever possible. English learners are enrolled in designated English Language Development (ELD) courses taught by their grade-level English teacher to provide alignment between content and language instruction. Additionally, targeted tutoring and academic support are available for English learners and reclassified students to further close achievement gaps and expand access to the full range of academic offerings.|Met||2025-06-10|2025
37735510000000|Carlsbad Unified|7|Data reviewed to determine if students have access to and are enrolled in a broad course of study: ? Student grades ? Content areas and courses offered ? Graduation rates ? A-G completion rates ? CTE enrollment and pathway completion ? Enrollment in advanced coursework|All students have access to and are enrolled in a broad course of study. All advanced and honors classes are accessible to all students. The district's graduation requirements are aligned to A-G requirements, encouraging all students to complete a rigorous course of study. Alternative pathways are available to students with unique needs. Students have access to a broad range of elective offerings, including robust CTE pathways at all high schools, including the alternative high school.|Data shows that English Learners and students with disabilities are not accessing these offerings at the same rate as their peers. Barriers to access include required English Language Development courses and special education support classes.|Students are provided with interventions and supports to assist them with accessing a broad course of study.|Met||2025-06-18|2025
37735690000000|Oceanside Unified|7|Graduation rate and enrollment in academic courses.|Grades K-6 English, Math, Science, and Social Science is offered to all grade levels K-6 Visual Performing arts is offered more broadly to grades 4 and 5  Grades 7-8 Career Technical Education. World languages are offered at all middle schools All students in grades 7 and 8 are enrolled in English, Math, and Physical Education courses  Grades 9-12 In grades 9-12, all courses of study are offered|Scheduling academic and A-G courses remains challenging for English Language Learners and Students with Disabilities|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.|Met||2025-05-20|2025
37735690136267|Coastal Academy Charter|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, 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 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.  Beginning in 2025-2026, all our high schools will offer the new ethnic studies high school course.  As barriers or access issues arise, The Classical Academies will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn.|Met||2025-05-19|2025
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 TK-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 TK-5 at the Oceanside campus and TK-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 be revising the high school Exit course, providing new intervention programs for struggling readers, and updates to all independent study courses to embed the PVC Literacy Strategies in alignment with the PVC Instructional Focus (See current LCAP for details: Goal 3).|Met||2025-06-25|2025
37737910000000|San Marcos Unified|7|San Marcos Unified School 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 include master schedules and course enrollment reports by site and student group, California Dashboard and CalPADS data on enrollment in core and enrichment courses (such as Visual and Performing Arts, World Languages, Career Technical Education, and Advanced Placement), and individualized education plans (IEPs) and service logs for students with exceptional needs. Additionally, LCAP and survey data disaggregated by unduplicated student groups are used to monitor access across grade spans.|San Marcos Unified School District (SMUSD) aims to ensure that all students have access to and are enrolled in a broad course of study, as outlined in California Education Code Sections 51210 and 51220(a)–(i). The district monitors this through several key metrics. For all 12th graders, the A–G course completion rate declined from a baseline of 65% in 2022–23 to 63.4% in 2023–24, with a target of 85% by year three. Among English Learner 12th graders, A–G completion dropped from 21% in 2022–23 to 16.1% in 2023–24, with the same target of 85%.   In contrast, the Career Technical Education (CTE) pathway completion rate for all 12th graders increased from 18.9% in 2022–23 to 23.5% in 2023–24, with a target of 50%. The percentage of students meeting UC/CSU requirements and completing at least one CTE pathway also rose, from 13.9% to 16.6%, with a target of 45%.   SMUSD introduced the Xello College & Career Platform in spring 2025, establishing a baseline of 2,813 participants and setting a goal of 18,000 participants (the district’s total enrollment). While the platform supports course selection and planning, additional focus is needed on career exploration and the development of individualized postsecondary plans. A new metric for 2025–26 sets a goal for 100% of students to have access to and be enrolled in a broad course of study.|Barriers to providing access to a broad course of study in SMUSD include disparities in academic performance and engagement among specific student groups. According to LCAP and survey data, English Learners, students with disabilities, socioeconomically disadvantaged students, and foster youth perform below their peers on standardized assessments in ELA, math, and science. Long-term English Learners remain well below standard in ELA and math (Red status), and less than half of English Learners are making adequate progress toward English language proficiency.  Additional barriers are reflected in student perception data. CHKS responses show lower academic motivation and school connectedness among students from households with lower parental education levels (24-25 CHKS - Secondary). Furthermore, within-school gaps persist in feelings of safety, engagement, and support, with White students reporting higher levels than their African American, Hispanic, and Asian peers (24-25 CHKS - Secondary). These school climate differences may contribute to inequitable access and hinder student success in a broad course of study.|In response to the results of local indicators and selected measures, SMUSD has implemented several actions to ensure all students have access to a broad course of study. A new metric was added in 2025–26 (1.29) to monitor student enrollment in all required subject areas per Education Code Sections 51210 and 51220, with a target of 100%. The district introduced the Xello College & Career Platform in spring 2025 to support student course planning and postsecondary exploration, with a goal of reaching full districtwide participation (18,000 students). Instructional supports include AVID, dual language programs, expanded AP course access, and new ELA curriculum for students with disabilities and emergent bilingual students. A dedicated English Language Development program was implemented for LTEL and Newcomer students, including adjustments to master schedules to ensure access to the full course of study while supporting English proficiency. Career-connected learning opportunities were expanded to promote academic engagement and workforce readiness through work-based learning experiences aligned with regional priorities. These actions address gaps in enrollment, engagement, and academic outcomes across student groups.|Met||2025-06-26|2025
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 broard course of 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 school students will have more bandwidth to participate in a broader course of study and activities.|To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement. To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement.|Met||2025-06-16|2025
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.   Starting in the 3rd trimester of 24-25, we are implementing a career exploration wheel.  The idea is to have project based introductory classes to a wide range of careers.|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||2025-06-10|2025
37754160122796|All Tribes Elementary Charter|7|||||Not Met|||2025
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 focused its efforts on supporting credit-deficient high school students through continuous 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||2025-06-17|2025
37754160138651|San Diego Mission Academy|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|The nature of our program is to serve students through a personalized learning model via an online platform. We make sure that there are no barriers for students accessing the curriculum. We provided access to the curriculum through independent study, small group instruction or online learning. Students receive exactly what they need in terms of interventions to address their learning gaps, and they are provided the specific courses they need to graduate. If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment for unduplicated students was in CTE and there were none in driver’s education and foreign language courses. This is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners and students with exceptional needs are enrolled in English courses with one-on-one support from the teacher or a tutor as the primary means of intervention. 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||2025-06-06|2025
37754160139378|Sage Oak Charter School - South|7|Sage Oak Charter School uses personalized educational planning as a key tool to ensure all students—across grade spans, student groups, and those with exceptional needs—have access to and are enrolled in a broad course of study. Each student’s plan is collaboratively developed by the supervising teacher or educational advisor (EA), parent/guardian, and student. As needed, the Counselor, English Learner (EL) Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers contribute to the planning process to ensure equitable access and alignment with each student’s unique needs.  The personalized plan includes a course of study selected from a school-approved list of curriculum options that are standards-aligned and meet graduation requirements. Plans are regularly reviewed and updated to reflect students’ evolving interests, goals, and academic progress. This process allows the school to monitor course access and participation for unduplicated student groups and individuals with exceptional needs, ensuring that all students are supported in pursuing a full, diverse academic experience.|Sage Oak Charter School ensures all students have access to, and are enrolled in, a broad course of study through personalized academic planning, continuous monitoring, and support from a multidisciplinary team. Teachers and educational advisors (EAs) regularly review course enrollment and academic progress, using both performance data and anecdotal evidence to assess alignment with students’ interests, abilities, and needs. Plans are adjusted as needed in collaboration with the Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers to ensure equitable access for unduplicated student groups and students with exceptional needs. All students select their curriculum from a school-approved, standards-aligned list that spans core subjects and electives across grade levels. Because Sage Oak operates as one independent study based school without multiple physical sites, there are no differences in course access across locations. Over time, the school has expanded its course offerings—including increased synchronous classes and electives—to further support diverse learning styles and academic interests. This ongoing, student-centered process allows for broad, individualized access to educational opportunities for all learners.|A primary barrier to providing full access to a broad course of study—particularly in Career Technical Education (CTE)—has been the absence of a physical school site, which limits hands-on instructional opportunities. To address this, Sage Oak has partnered with local community colleges to promote dual enrollment, enabling students to access in-person CTE resources and specialized training not available in a virtual setting. Additionally, the school has expanded its catalog of CTE pathways that are compatible with online learning. These include courses in animation, visual arts, child development, business, sports medicine and information technology, which provide students with meaningful, career-aligned experiences within a virtual framework. To further reduce barriers, Sage Oak is investing in professional development to equip teachers with the tools and knowledge to effectively promote CTE options to students during academic planning. This ensures more students—especially those in unduplicated student groups—are aware of, and encouraged to pursue, available CTE pathways, despite the challenges posed by the independent study model.|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||2025-06-18|2025
37754160139386|Excel Academy Charter|7|EACS offers all students innovative, personalized academic programs that provide a broad course of study, flexibility, and independent learning opportunities. The programs are grounded in the principles of integrity, accountability, and compliance, and are informed by data analysis from student assessments and coursework. With the support and guidance of a credentialed teacher, students build a customized learning plan tailored to their individual educational goals, ensuring the instruction is relevant and rigorous. All 8th-12th grade students meet with their assigned 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 the courses the student will be studying and the vetted curriculum. A pacing guide for each assigned subject is created by the teacher who will monitor the completion of the assignments and assessments. All students have access to core subject courses, CTE and elective courses, advanced high school courses, credit recovery, and participation in concurrent enrollment. Students in grades 7-12 are offered live, weekly hybrid courses in all core subjects. The High School Counselor and 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 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, 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 the appropriate 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 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 reviews and assesses the vetted curriculum options, programs in place, assessment results, strategic planning, course completion, and best practices to determine potential program changes based on all of the data. All students have access to resources and interventions that are geared specifically to meet their individual needs across all domains of ELA and mathematics. Students with disabilities meet with credentialed staff three times per week to receive specialized academic instruction, in addition to intervention classes. Students in intervention classes will continue to utilize DreamBox Math and Lexia Core 5 Reading to help strengthen learning gaps in ELA and mathematics. EL students will continue to use Lexia English (TK-5), English 3D (6-12) and No Red Ink Premium (3-12) in order to have stronger support aligned with ELPAC score report levels and the ELD Framework. EACS added NoRedInk to enhance instructional writing and grammar support and DreamBox Math as a targeted intervention, refined the curriculum menu options for students across all grade levels, and added an additional secondary math intervention course. There has been significant growth on the local i-Ready assessments for all students which is indicative of the solid curriculum, direct instruction, resources, and guidance they are receiving from their primary teachers and support staff.|Met||2025-06-18|2025
37754160139451|Pathways Academy Charter School - Adult Education|7|With a focus on a collaborative approach to guiding all students toward graduation and preparing them for future endeavors, teachers and counselors provide students with enrollment opportunities in a broad course of study coursework. Students have access to a broad course of study through Edgenuity, which is online coursework that offers personalized learning options supporting students in course completion for high school graduation and for preparing students that choose to select coursework for college and career. Edgenuity provides a variety of a-g courses, including, English, Math, Social Sciences, Laboratory Sciences, Environmental Science, Economics, Visual and Performing Arts and more.   Monitoring course completion and credits allows teachers and counselors to identify students that require additional support to ensure students meet their graduation requirements or college prerequisites. Through the process of tiered re-engagement teachers and counselors can identify possible barriers that inhibit students from meeting course requirements. Utilizing a systematic approach to monitoring student progress utilizing tiered re-engagement strategies, driven by data, supports student success by ensuring that all students, unduplicated students and students with exceptional needs are on course towards graduation and future academic endeavors.|All students have access to a broad course of study. Teachers and the school counselors collaborate with students in the planning of their courses to complete their high school graduation requirements as well as a broad course of study for those students that opt to prepare for college and career; a broad course of study emphasizes courses that are considered college preparatory, such as advanced math, science classes, and foreign language.  Pathways Academy does not have a student that has completed a broad course of study. Pathways Academy students arrive credit deficient and are focused on completing credits to earn their high school diploma; however, teachers and school counselors provide students with information regarding the benefits a broad course of study provides by equipping them with a diverse set of skills and knowledge that are beneficial to their academic and professional development.|There are no barriers to provide students access to a broad course of study.  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 Pathways Academy 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 Academy 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 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. High school counselors offer guidance on course selection, academic planning, and exploring post-graduation options. They also provide personal and social support, helping students manage stress and navigate challenges.|Met||2025-06-03|2025
37754166119275|All Tribes Charter|7|All Tribes ensures every student has access to technology devices personal to them. Curriculum and materials are carefully chosen to ensure our students are fully prepared for that step into college and/or career. Our emphasis is literacy and no-retention for mathematics. Mastery of subject matter is expected and monitored. Students are assessed and gaps are addressed as needed.    Early intervention to any identified learning disabilities has been successful to ensuring students with IEP's have opportunities of inclusion and access to all subject matters.  Traditionally, the administration will coach parents through their first IEP meetings and offer more than parents know to ask for.|Each year, All Tribes shows significant growth in buildings, programs, and opportunities. For instances, five new CTE workshops will be up and running in January 2026, increasing the course of study to include CTE and Agriculture at a collegiate level.|The current barrier preventing the LEA from offering students more of a broad course of study is the limited number of enrollments we are able to accept and provide education for. We also have no where else to build.|Our newest action would be to seek a county-wide benefit charter, as reservations across our county, and frankly the state, have sought to open All Tribes schools in their communities, and offer more students our broad course of study.|Met||2025-04-10|2025
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 2024 was 91.4%, the UC/CSU A-G completion rate for all students was 29.8%, and the CTE pathway completion rate was 24.5%.|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 requirements and pathways; reports from the district’s student information system to summarize access and enrollment using grade spans, unduplicated student groups and students with special needs; course catalogs available to all students and parents, course options, college preparatory courses, prerequisites, A-G and graduation requirements; administrative review of master schedules to ensure a balance of offerings. 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 supports and intervention; professional learning to teachers and administrators on evidence-based instructional strategies; tutoring and credit recovery options for secondary students; continue to provide information to parents, students and educational partners about graduation requirements, scheduling, A-G requirements, and college readiness; continue revision and review Multi Tiered Systems of Support (MTSS).|Met||2025-06-26|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
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 2024/25 is greater than 96%.  In addition, 100% of HTH high school students completed a presentation of learning during the 2024/25 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||2025-06-23|2025
37768510000000|Bonsall Unified|7|Bonsall Unified School District uses multiple locally selected tools to monitor student access to and enrollment in a broad course of study across grade spans, including for unduplicated student groups and students with exceptional needs. These tools include master schedules, transcripts/report cards, course request forms, core and elective course offerings (including VAPA), course catalogs, and CTE enrollment data. The district ensures all students, including English Learners, Foster Youth, low-income students, and students with disabilities, have equitable access to a range of academic and enrichment opportunities.  To support this work, our CTE and Early College Counselor on Special Assignment tracks student participation in Career Technical Education pathways, dual enrollment, and Early College programs. Data is disaggregated to monitor enrollment trends and close opportunity gaps, especially for English Learners, Hispanic students, socioeconomically disadvantaged students, and students with disabilities. Ongoing analysis of College and Career Indicators (CCI) further informs how well students are accessing pathways that prepare them for postsecondary success.|Using locally selected measures such as master schedules, transcripts, course requests, and enrollment data, Bonsall Unified School District (BUSD) monitors student access to a broad course of study across all grade spans. Students in grades 1–6 have consistent access to core academic content as well as VAPA opportunities. At the secondary level (grades 7–12), students, including unduplicated student groups and students with special needs, are enrolled in a variety of academic and elective offerings, including Foreign Language, VAPA, CTE, and Early College courses.  BUSD’s middle and high schools are actively redesigning master schedules to expand access to electives and advanced coursework. While progress has been made, English Learners and students with disabilities continue to face limited access to certain elective and enrichment opportunities. To address this, the district is implementing targeted strategies to increase inclusive course offerings, such as embedded supports, co-taught classes, and improved course placement processes.  The district is also expanding outreach and counseling services to increase awareness and enrollment in the Early College program, particularly among English Learners, socioeconomically disadvantaged students, and students with disabilities. These efforts reflect BUSD’s continued commitment to ensuring all students, regardless of background or need, have equitable access to a broad and engaging course of study.|Barriers preventing Bonsall Unified School District from providing full access to a broad course of study for all students include structural and systemic challenges that disproportionately impact English Learners and students with disabilities. One significant barrier is the scheduling constraints created by the need to provide designated and integrated English Language Development (ELD) services, which can limit students’ ability to access elective and enrichment courses, particularly at the secondary level.  Additionally, the process for identifying students for reclassification and the subsequent monitoring requirements tied to ELPAC performance create limitations in flexibility for course placement. Students often remain in intervention or support classes longer than necessary due to a lack of alignment between assessment cycles, ELPAC expectations, and course scheduling.  Other barriers include limited staffing and resources to offer a full range of elective courses across all sites and grade levels, especially for smaller student populations. Ensuring inclusive practices and appropriate accommodations for students with exceptional needs also remains a challenge when expanding access to specialized courses. The district continues to evaluate these barriers and implement solutions, including improved data monitoring, schedule redesign, and professional development to support equitable access.|In response to data from locally selected measures, Bonsall Unified School District has taken several strategic actions to ensure all students, particularly historically underserved groups, equitable access to a broad and rigorous course of study. The District English Learner (EL) Committee, in collaboration with site ELACs, DELAC, and district leadership, revised the reclassification criteria for English Learners to align more closely with state guidance. This change, reflected in BUSD’s newly updated English Learner Master Plan, supports timelier reclassification and increased access to elective and college-preparatory coursework. Ongoing professional learning for teachers in integrated and designated ELD further supports this effort.  BUSD is also raising expectations around academic rigor across all grade spans, ensuring that students, including English Learners, Native American, low-income, and foster youth students, have opportunities to access advanced coursework. Strengthening the rigor of core instruction is part of a districtwide strategy to improve engagement, achievement, and long-term outcomes.  At the high school level, the Early College Program is being expanded to close equity gaps in college and career readiness. This includes offering free dual enrollment courses, expanding transportation to the college campus, and providing targeted support from the Early College/CTE Coordinator. Personalized academic planning and increased access to postsecondary pathways|Met||2025-06-25|2025
37768516113468|Vivian Banks Charter|7|Vivian Banks Charter School (VBCS) uses a combination of locally selected tools to monitor student access to a broad course of study across all grade spans and student groups. These include master schedule reviews, course enrollment reports, and analysis of intervention and enrichment participation data. The school regularly reviews student placement by subgroup, including English Learners, socioeconomically disadvantaged students, and students with exceptional needs, to ensure equitable access to core academic subjects and enrichment opportunities such as music, art, and Native American cultural studies. Additionally, VBCS uses Individualized Education Programs (IEPs), English Learner progress monitoring, and student performance data to confirm that students with unique needs receive appropriate supports and access to the full curriculum. Input from advisory committees such as ELAC, the Indian Education Council, and the School Site Council also helps identify barriers to access and guide adjustments to programs and scheduling to meet the needs of all learners.|Based on analysis of master schedules, enrollment data, and subgroup participation, all students at Vivian Banks Charter School (VBCS) have access to and are enrolled in a broad course of study that includes core academic subjects, physical education, the arts, and Native American cultural enrichment. The data show equitable participation among most student groups, including English Learners and socioeconomically disadvantaged students. Students with exceptional needs are enrolled in general education courses with appropriate supports outlined in their IEPs. While there are no major differences across student groups at VBCS, targeted monitoring continues to ensure full participation in enrichment offerings. Over time, access to a broad course of study has improved through intentional scheduling, increased push-in supports for students with disabilities, and stronger collaboration with families and advisory committees. Continuous review of enrollment patterns and student voice is helping the school refine opportunities and address any emerging gaps in access or participation.|Based on the analysis of locally selected measures, Vivian Banks Charter School (VBCS) has identified several barriers that can impact access to a broad course of study for all students. One key barrier is scheduling constraints, particularly in balancing intervention services with enrichment opportunities, which can limit student participation in non-core subjects like art and cultural studies. For students with exceptional needs, limited availability of specialized staff can affect the ability to offer push-in or co-taught models that support full inclusion. Additionally, English Learners may at times be pulled from enrichment periods to receive designated ELD instruction, which can unintentionally reduce access to the broader curriculum. Transportation limitations for after-school programs and family outreach challenges, particularly for underrepresented groups, also affect consistent student participation in extended learning opportunities. VBCS continues to address these barriers through ongoing collaboration with advisory committees, thoughtful scheduling, and targeted resource allocation to ensure all students—regardless of background or need—have equitable access to a well-rounded course of study.|In response to the identified barriers and analysis of local data, Vivian Banks Charter School (VBCS) is implementing several actions to ensure all students have access to a broad course of study. The school has revised its master schedule to minimize conflicts between intervention services and enrichment classes, ensuring students do not have to choose between academic support and access to art, music, or cultural studies. To support students with exceptional needs, VBCS is increasing collaboration between general and special education staff and expanding the use of push-in models to promote inclusive access to the full curriculum. For English Learners, designated ELD instruction is being integrated more strategically to avoid pulling students from enrichment opportunities. Additionally, VBCS is investing in staff training focused on equity in course access and improving outreach to families to increase participation in extended learning programs. Advisory committees, including ELAC and the Indian Education Council, are playing a key role in reviewing plans and identifying gaps, ensuring that decisions reflect the needs of all student groups.|Met||2025-06-06|2025
37770990000000|SBE - Altus Schools East County|7|||||Not Met|||2025
37770990136077|Altus Schools East County|7|As of CBEDS 2024-2025 Altus Schools East County served 287 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 25.8% •	Percentage of English Learners: 12.5% •	Percentage of Socioeconomically Disadvantaged: 74.9% •	Percentage of Homeless and Foster Youth (FY): 7.3%  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||2025-06-24|2025
37771070000000|SBE - Altus Schools South Bay|7|||||Not Met|||2025
37771070136473|Altus Schools South Bay|7|As of CBEDS 2024-2025 Altus Schools South Bay served 372 students in grades k-12.  The student demographics include:   •	Percentage of Students with Disabilities: 26.9% •	Percentage of English Learners: 22.0% •	Percentage of Socioeconomically Disadvantaged: 78.0% •	Percentage of Homeless and Foster Youth (FY): 8.1%  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||2025-06-24|2025
37771560000000|SBE - Vista Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK-8th-grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction.  Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops.|Met||2025-06-12|2025
37771560137323|Vista Springs Charter|7|Springs Charter Schools TK-8 students access a broad, inclusive, and personalized course of study aligned to California State Standards. Each student has a Personalized Learning Plan (PLP) outlining goals, coursework, and progress, reviewed regularly by credentialed teachers and families to ensure alignment with academic expectations and individual needs.  Locally selected assessments—including i-Ready, Write Score, ESGI, and classroom tools—track progress in ELA, math, science, and social studies. Data from the Student Information System (SIS), teacher observations, and progress monitoring tools inform instruction and timely interventions.  English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are monitored for equitable access to required coursework and services, with IEPs and 504 Plans ensuring needed accommodations.  TK-8th-grade students are enrolled in core subjects and have access to electives, enrichment, and integrated boxed units. Interventions and acceleration are provided based on diagnostics and teacher input. 8th-grade students may access high school-level courses.|Springs Charter Schools use multiple locally selected tools—including the Student Information System (SIS), i-Ready, Write Score, ESGI, and Personalized Learning Plans (PLPs)—to monitor enrollment, academic progress, and access to a broad course of study. All TK–12 students are enrolled in core subjects aligned to California State Standards, with personalized supports and electives based on interests and needs.  TK-8th-grade students are enrolled in required courses and offered enrichment, intervention, and acceleration. Homeschool students access cross-curricular boxed units in ELA, history, and science. Eighth graders may take high school-level math and language courses. In grades 9–12, students develop four-year graduation plans with counselors to complete all required coursework.  Ongoing monitoring confirms equitable access for unduplicated student groups and students with disabilities. While core course access is consistent across programs, elective offerings vary by program enrollment and staffing. Parent and student feedback and program-level data reviews guide course expansion.|One ongoing barrier to instruction is meeting the diverse academic and social-emotional needs of our student population. Many students require additional support and personalized instructional strategies, which can stretch available staffing and resources. Ensuring all educators are prepared to deliver a broad and inclusive curriculum requires continuous investment in professional development, instructional coaching, and curriculum design. Variability in teacher experience, particularly with newer staff, can affect the depth and consistency of instruction. To address these challenges, staff have increased their focus on data-informed interventions, targeted student support systems, and professional growth aligned to Teaching the Springs Way.  As an independent study charter school, Springs serves students across a wide geographic region and in multiple educational programs. This unique structure presents logistical barriers to ensuring consistent access to materials, staff, and coursework. The school continues to mitigate these barriers by leveraging technology and flexible instructional design. Staff are trained in hybrid teaching, virtual engagement, and use of the Canvas Learning Management System to support access to core and elective courses.|Springs Charter Schools continues to implement strategic actions to ensure all students have access to a broad, inclusive course of study. The LEA has invested in ongoing professional development in inclusive practices, differentiated instruction, Universal Design for Learning, and effective use of educational technology. In 2024–25, the Teacher-Led Coaching instructional coaching model was expanded to support teacher growth in delivering high-quality, standards-aligned instruction. Coaches provide personalized support focused on Classroom Culture, Mastery Learning, and Data-Driven Instruction.  Curriculum is reviewed and updated to reflect diverse perspectives and increase access to STEM, the arts, and hands-on learning. Course offerings have expanded through Canvas and synchronous instruction, including new elective and intervention options aligned to diagnostic data. Parent and community engagement efforts continue through surveys, virtual meetings, and resource feedback loops.|Met||2025-06-12|2025
37771640000000|SBE - 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- as well as our CAASPP data, reflect that our students continue to make good progress|N/A|As staff become more veteran in their jobs,  and we have new staff come on board, we have been able to develop a more varied offering of electives for our students. Students have the opportunity to experience a wide variety of topics throughout their time here at CPMS.|Met||2025-06-10|2025
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- as well as our CAASPP data, reflect that our students continue to make good progress|N/A|As staff become more veteran in their jobs,  and we have new staff come on board, we have been able to develop a more varied offering of electives for our students. Students have the opportunity to experience a wide variety of topics throughout their time here at CPMS.|Met||2025-06-10|2025
37771720000000|SBE - Baypoint Preparatory Academy San Diego|7|||||Not Met|||2025
37771720138099|Baypoint Preparatory Academy - San Diego|7|BPA-SD’s academic model and adopted curricula provide equitable and  academically differentiated instruction in all core subjects for all BPA-SD  students, including the most vulnerable student populations. All BPA-SD  students accessed the differentiated curriculum through small group  instruction while utilizing resources such as McGraw-Hill Wonders,  Heggerty-Phonics, i-Ready ELA and Math-My Path (online - supplemental),  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), FIABs, IAB, ICA (CAASPP: Prep Summative Assessments), TK-K: ESGI (Educational Software for Guiding  Instruction), TK Math-Bridges, 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 results, the CAASPP’s Interim Assessment  Blocks 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 the most vulnerable 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 the most vulnerable 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||2025-06-23|2025
38103890000000|San Francisco County Office of Education|7|SFUSD is using the following tools to  measure access to and enrollment in a broad course of study, broken down by grade spans in service of improved outcomes for all students and especially our unduplicated subgroups (English Learners, Foster Youth, Low SES) and focal populations:   Locally Selected Measures & Tools (Grade Spans / Equity Groups) 1. Grade 9 Early Warning Indicators (EWI) Exit Rate District tracks the percentage of incoming 9th graders who exit EWI status (e.g. no chronic absenteeism, course failures) by the end of 9th grade .  2. Grade 10 On-Track to Graduation Tracks the percentage of grade-10 students “on-track” for graduation by meeting course requirements and credits by June .  3. Grades 11–12 Course Success in Advanced Pathway Courses Measures the percentage of juniors and seniors (particularly African American, Latinx, NHPI) enrolled in Career Technical Education (CTE) pathway courses, AP courses, or college credit (dual/concurrent enrollment) courses passing with C- or better.  4. Course Access Tools & Master Scheduling Strategies SFUSD’s College and Career Readiness (CCR) office supports site master scheduling that ensures access to CTE electives and summer programming.  5. Mandatory College & Career Readiness Course All high school students must take a semester-long College & Career course that includes personalized planning, exploration of career pathways, CTE, AP and college readiness . These selected measures map directly to LCAP Priorities 2 & 4.|San Francisco Unified School District (SFUSD) continues to ensure all students have access to, and are enrolled in, a broad course of study across grade spans, while identifying and addressing disparities in access and participation across student groups and school sites. Universal Access Efforts All SFUSD students in grades 9–12 are expected to complete a semester-long College & Career Readiness (CCR) course designed to introduce CTE pathways, AP options, and college eligibility. Master scheduling support from the College and Career Readiness Office ensures core and elective access, including AVID, dual enrollment, and third semester (summer) programs. Enrollment Monitoring Tools Grade 9: District tracks 9th grade Early Warning Indicator (EWI) exit rates to ensure access to a complete schedule and course success. Grade 10: On-track graduation status is used to evaluate course completion aligned with UC/CSU and district diploma requirements. Grades 11–12: Students enrolled in CTE, AP, or dual enrollment courses are tracked for both participation and success (C- or better). Over the past three years, SFUSD has: -Increased 9th grade EWI exit rates, indicating better initial course access. -Narrowed gaps in on-track graduation rates across several subgroups. -Expanded culturally responsive elective and AP offerings. -Introduced equity-focused supports like AVID-Excel and targeted CTE recruitment efforts for underrepresented students.|Data disaggregated by subgroup shows African American, Latinx, Pacific Islander, English Learner, and Students with Disabilities have lower rates of enrollment and success in advanced coursework. Some high schools serving higher concentrations of unduplicated students report limited access to full CTE pathways or under-enrollment in AP/dual credit offerings, prompting targeted intervention.|There are numerous factors that determine if a school is able to offer courses beyond A-G and Board required courses. One of those factors is the size of the school (number of students enrolled). In response, we piloted a Small-Schools Coalition during the 24-25 school year to study this issue and determine ways in which these schools can collaborate together to align resources, bell schedules and master schedules with the goal of providing more opportunities for students that attend smaller schools with access to CTE, Dual Enrollment and AP courses. The Small-Schools Coalition will continue this work in the 25-26 school year to both pilot the joint/combined courses and to build out and problem solve to continue to offer more opportunities for students to enroll in a broader course of study, with special emphasis on students that have been traditionally underrepresented. In the year ahead, SFUSD and SFCOE will continue to support an initiative around Focal Population Recruitment and Enrollment. Cross divisional teams will continue collaborating to targeted strategies that will increase the number of focal students that enroll in CTE, College Credit and AP courses as well as to provide the necessary support to the students so that they earn a C- or higher in the class. In addition, we are currently embarking on a study of which types of courses, beyond the A-G and Board required courses, that are offered at each high school.|Met||2025-06-24|2025
38684780000000|San Francisco Unified|7|SFUSD is using the following tools to  measure access to and enrollment in a broad course of study, broken down by grade spans in service of improved outcomes for all students and especially our unduplicated subgroups (English Learners, Foster Youth, Low SES) and focal populations:   Locally Selected Measures & Tools (Grade Spans / Equity Groups) 1. Grade 9 Early Warning Indicators (EWI) Exit Rate District tracks the percentage of incoming 9th graders who exit EWI status (e.g. no chronic absenteeism, course failures) by the end of 9th grade .  2. Grade 10 On-Track to Graduation Tracks the percentage of grade-10 students “on-track” for graduation by meeting course requirements and credits by June .  3. Grades 11–12 Course Success in Advanced Pathway Courses Measures the percentage of juniors and seniors (particularly African American, Latinx, NHPI) enrolled in Career Technical Education (CTE) pathway courses, AP courses, or college credit (dual/concurrent enrollment) courses passing with C- or better.  4. Course Access Tools & Master Scheduling Strategies SFUSD’s College and Career Readiness (CCR) office supports site master scheduling that ensures access to CTE electives and summer programming.  5. Mandatory College & Career Readiness Course All high school students must take a semester-long College & Career course that includes personalized planning, exploration of career pathways, CTE, AP and college readiness . These selected measures map directly to LCAP Priorities 2 & 4.|San Francisco Unified School District (SFUSD) continues to ensure all students have access to, and are enrolled in, a broad course of study across grade spans, while identifying and addressing disparities in access and participation across student groups and school sites. Universal Access Efforts All SFUSD students in grades 9–12 are expected to complete a semester-long College & Career Readiness (CCR) course designed to introduce CTE pathways, AP options, and college eligibility. Master scheduling support from the College and Career Readiness Office ensures core and elective access, including AVID, dual enrollment, and third semester (summer) programs. Enrollment Monitoring Tools Grade 9: District tracks 9th grade Early Warning Indicator (EWI) exit rates to ensure access to a complete schedule and course success. Grade 10: On-track graduation status is used to evaluate course completion aligned with UC/CSU and district diploma requirements. Grades 11–12: Students enrolled in CTE, AP, or dual enrollment courses are tracked for both participation and success (C- or better). Over the past three years, SFUSD has: -Increased 9th grade EWI exit rates, indicating better initial course access. -Narrowed gaps in on-track graduation rates across several subgroups. -Expanded culturally responsive elective and AP offerings. -Introduced equity-focused supports like AVID-Excel and targeted CTE recruitment efforts for underrepresented students.|Data disaggregated by subgroup shows African American, Latinx, Pacific Islander, English Learner, and Students with Disabilities have lower rates of enrollment and success in advanced coursework. Some high schools serving higher concentrations of unduplicated students report limited access to full CTE pathways or under-enrollment in AP/dual credit offerings, prompting targeted intervention.|There are numerous factors that determine if a school is able to offer courses beyond A-G and Board required courses. One of those factors is the size of the school (number of students enrolled). In response, we piloted a Small-Schools Coalition during the 24-25 school year to study this issue and determine ways in which these schools can collaborate together to align resources, bell schedules and master schedules with the goal of providing more opportunities for students that attend smaller schools with access to CTE, Dual Enrollment and AP courses. The Small-Schools Coalition will continue this work in the 25-26 school year to both pilot the joint/combined courses and to build out and problem solve to continue to offer more opportunities for students to enroll in a broader course of study, with special emphasis on students that have been traditionally underrepresented. In the year ahead, SFUSD and SFCOE will continue to support an initiative around Focal Population Recruitment and Enrollment. Cross divisional teams will continue collaborating to targeted strategies that will increase the number of focal students that enroll in CTE, College Credit and AP courses as well as to provide the necessary support to the students so that they earn a C- or higher in the class. In addtion, we are currently embarking on a study of which types of courses, beyond the A-G and Board required courses, that are offered at each high school.|Met||2025-06-24|2025
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||2025-06-12|2025
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||2025-06-12|2025
38684780101774|Five Keys Charter (SF Sheriff's)|7|||||Not Met|||2025
38684780107300|City Arts & Leadership Academy|7|Our school tracks students' completion of A-G requirements, which is a graduation requirement for all students. We continue to win awards for100% of our graduates having completed their A-G requirements. Additionally, we track growth measures in literacy and numeracy for all students, and we analyze this data by significant subgroups including race. In particular, we focus on tracking the progress of our Black students' performance as well as students with disabilities.|As mentioned, all students have access to A-G courses which guarantee them a broad course of a study. We also offer AP programs across all sites with minor differences in offerings depending on school size. We continue to work to improve our ELD tools. Focusing our data collection efforts on our Black student population surfaces gaps that we need to close for all students, which supports our continuous improvement goals.|Due to persistent enrollment challenges across our network, we have had to find creative solutions to offer a wide range of courses. These enrollment issues stem from various factors including demographic trends in the area, which we have addressed by reducing staffing and therefore course offerings such as middle school science classes. Despite these challenges, CAL has been able to maintain strong enrollment numbers, which has allowed us to offer a broad range of courses including 6 ELA courses across grades 9-12, with two of those being AP courses.|We continue to work aggressively towards increasing enrollment. We are also looking for opportunities to expand our AP course offerings. For example, mirroring other sites in our network, we plan to offer AP African-American Studies at CAL within the next few years. Moving forward, we will focus our attention on improving the quality of our World Language and high school History programs.|Met||2025-06-05|2025
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. Students have access to Welding, OSHA 10, Building and Construction Trades, Medical Assisting, and Sterile Processing . There are plans in place to expand these offerings to more sites.|At Five Keys, approximately 50% of our students are in custody, which restricts access to certain courses beyond our control. In the community, we co-locate within existing centers as one of several wraparound services available to clients (e.g., probation departments, WorkSource centers, homeless shelters), which also set the terms on which offerings are available to our students and which are not. These facility restrictions, in addition to funding and personnel limitations, are the barriers preventing us from providing access to a broad course of study for all students.  For students enrolled at community sites, access to, and ability to use technology is a barrier to ensuring all students have access to the full range of curriculum.  Most of the new curriculum being developed and adopted is only available using technology, such as an LMS or google docs.|In order to further ensure access to a broad course of study for all students, Five Keys is working on new course offerings as well as expanding technology access for all students.  We continue to build CTE  pathways and dual enrollment opportunities for students in both regions through the online LMS as well as partnerships with local community colleges.  On the academic side, Five Keys is expanding our elective options to include computer and technology courses as well as a comprehensive financial literacy course.  In addition to ensuring that more students have the ability to get the technology needed to access the online curriculum (Chromebooks and wifi/hot spots), Five Keys has also hired an accessibility coordinator to ensure that courses are more accessible for all students no matter their learning needs.|Met||2025-06-30|2025
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 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. In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and support as needed.  We use student learning data from classroom and standardized assessments to analyze and understand achievement.  Our standards-based grading approach means teachers, students and families have consistent information about how students are accessing and 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||2025-05-21|2025
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||2025-06-05|2025
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||2025-06-12|2025
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. 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 an additional English teacher 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 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 offer new professional development opportunities for teachers to observe and collaborate with other High School teachers in their content areas.|Met||2025-06-26|2025
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 their 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 support 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||2025-05-21|2025
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. The Principal, SPED team, and Counselors 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 ELs, as well as provides support to classroom teachers who are working with ELs to ensure all EL students are able to progress in their development of English.|100% of TECA students receive ELA, Math, Science and Health, and Social Studies. In most grades, the homeroom teacher teaches all content areas. In upper grades, students may rotate classes, as in a traditional middle school model. We measure 100% receipt of all content areas through teacher coursework analysis and SIS reports. EL students receive support from their classroom teacher during 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 support or pull out in small groups. TECA offers 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 our ELs, students with IEPs, and students from low SES homes. Finally, while not all students benefit from the Dual Language Program because of parent preference at enrollment, we maintain a waitlist to provide opportunities, when possible, to all families seeking courses in Spanish.|While the majority of students enrolled in our English Only strand in each grade (approximately 33% of each grade K-8) were placed there intentionally in Kindergarten because of their guardian’s preference for enrollment, there continues to be families on our waiting list for this program who would like for their children to receive language instruction. In addition, while families in the English Only strand may not want their child to receive Spanish instruction for 50% of the day as is with the Dual Language program, they may still be interested in their child learning Spanish as a foreign language in a less-time-intensive setting. For both of these reasons, TECA is re-envisioning what our Language Enrichment offerings are and are offering Spanish Enrichment in TK and K. The major barriers in this matter are budget and staffing. Expanding our language program requires more bilingual staff, 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||2025-06-17|2025
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 daily differentiation for ELLs and students of all levels through Guided Reading groups, conferencing, and work on comprehension. The same is true for Writers Workshop, where teachers can meet with individuals and small groups to work on organization, structure, mechanics, editing, and revision. We use the Units of Study rubrics from Writers Workshop so that students are able to self-assess, and teachers are able to assess student progress and provide valuable feedback. In addition to collecting data points in literacy, we also track math assessments three times a year to measure students’ progress in mathematical reasoning. Our math curricula allow for teachers to work with small groups of mathematicians in order to provide additional 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 or 6th graders learning about Biology will design, prototype, and build a functioning prosthetic leg. Projects are shared with the community twice a year, when students become the teachers, taking ownership and educating visitors to their classroom about the content that they have studied. Students also receive a robust studio-arts education. K-5 students receive 3- 50 minute sessions of dance, visual arts, and music each week. Middle School students choose an elective; 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. Another barrier that we face is aligning our arts-integrated science units with all of the NGSS crosscutting concepts, so we continue to work to improve alignment with that content.|As mentioned above, Creative Arts will continue to focus on a comprehensive K-8 NGSS science alignment. While we are currently meeting the needs of our IEP students, we have been collaborating with SFUSD, our SELPA provider, to 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||2025-06-24|2025
38769270000000|SBE - The New School of San Francisco|7|New School San Francisco ensures that all K–8 students, including English Learners, socioeconomically disadvantaged students, and students with disabilities, have full access to a broad course of study aligned with Common Core, Next Generation Science Standards, and CASEL social-emotional competencies. All students receive:  400 minutes/week of literacy instruction 200 minutes/week of math 200 minutes/week of science and social studies 100 minutes/week of social emotional learning 90 minutes/week of each of Spanish and art 150 minutes/week of physical education  Student progress is monitored through individualized goal-setting and the use of Individualized Learning Plans (ILPs), which track growth in reading, writing, math, science/social studies, and social-emotional learning. ILPs guide instructional strategies and interventions. Student performance is assessed using benchmark assessments, MAP assessments, and teacher observational data.  English Learners receive integrated instruction aligned to the CA ELD Standards. Students with exceptional needs are fully included through push-in services and access to the general curriculum in the least restrictive environment; no separate learning classrooms are used.|In the 2023–24 school year, 444 students were enrolled in Kindergarten through 8th Grade, and all students had full access to the school’s comprehensive course offerings. These include instruction in core academic subjects, social-emotional learning, Spanish, art, and physical education, provided equitably across grade levels and student groups.  There are no differences in course access between school sites, as New School San Francisco operates a single site. All student groups—including English Learners, socioeconomically disadvantaged students, and students with disabilities—are enrolled in the full course of study. English Learners receive integrated ELD support, and students with IEPs are served in the least restrictive environment through push-in models.  Progress over time is reflected in improved attendance, which rose to 95% in 2024–25, a 1.3% increase from the prior year. This improvement signals stronger school engagement and sustained access to instructional time for all students.|There are no barriers in students access to all course offerings.|In response to student needs and local data, New School San Francisco is exploring refinements to strengthen access to a broad course of study for all students. Areas of focus include expanding professional development to better support English Learners, establishing curriculum committees in grades K–5 and subject-area departments in middle school to improve alignment of content and assessments, and making instructional shifts in literacy to reflect the Science of Reading. These efforts aim to enhance instructional coherence and ensure all student groups are supported in accessing a comprehensive educational program.|Met||2025-06-17|2025
38769270132183|The New School of San Francisco|7|New School San Francisco ensures that all K–8 students, including English Learners, socioeconomically disadvantaged students, and students with disabilities, have full access to a broad course of study aligned with Common Core, Next Generation Science Standards, and CASEL social-emotional competencies. All students receive:  400 minutes/week of literacy instruction 200 minutes/week of math 200 minutes/week of science and social studies 100 minutes/week of social emotional learning 90 minutes/week of each of Spanish and art 150 minutes/week of physical education  Student progress is monitored through individualized goal-setting and the use of Individualized Learning Plans (ILPs), which track growth in reading, writing, math, science/social studies, and social-emotional learning. ILPs guide instructional strategies and interventions. Student performance is assessed using benchmark assessments, MAP assessments, and teacher observational data.  English Learners receive integrated instruction aligned to the CA ELD Standards. Students with exceptional needs are fully included through push-in services and access to the general curriculum in the least restrictive environment; no separate learning classrooms are used.|In the 2023–24 school year, 444 students were enrolled in Kindergarten through 8th Grade, and all students had full access to the school’s comprehensive course offerings. These include instruction in core academic subjects, social-emotional learning, Spanish, art, and physical education, provided equitably across grade levels and student groups. There are no differences in course access between school sites, as New School San Francisco operates a single site. All student groups—including English Learners, socioeconomically disadvantaged students, and students with disabilities—are enrolled in the full course of study. English Learners receive integrated ELD support, and students with IEPs are served in the least restrictive environment through push-in models. Progress over time is reflected in improved attendance, which rose to 95% in 2024–25, a 1.3% increase from the prior year. This improvement signals stronger school engagement and sustained access to instructional time for all students.|There are no barriers in students access to all course offerings.|In response to student needs and local data, New School San Francisco is exploring refinements to strengthen access to a broad course of study for all students. Areas of focus include expanding professional development to better support English Learners, establishing curriculum committees in grades K–5 and subject-area departments in middle school to improve alignment of content and assessments, and making instructional shifts in literacy to reflect the Science of Reading. These efforts aim to enhance instructional coherence and ensure all student groups are supported in accessing a comprehensive educational program.|Met||2025-06-17|2025
38771310000000|SBE - KIPP Bayview Elementary|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child. KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|100% of students had access to a broad course of study including courses described under EC section 51210, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education, and student leadership.|No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2025-06-12|2025
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||2025-06-12|2025
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 2024-2025 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 2025-26 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 2025-26 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||2025-06-20|2025
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 (Synergy) 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||2025-06-18|2025
39103970124958|TEAM Charter|7|TEAM Charter Schools uses multiple locally selected tools to monitor access to a broad course of study. These include student schedules, master schedules, enrollment data, and course offerings by grade level. We analyze this information alongside subgroup data (e.g., English Learners, Students with Disabilities, Foster Youth, Homeless, and Socioeconomically Disadvantaged students) to ensure equitable access. Additionally, we review student participation in enrichment and intervention programs, such as STEM, visual and performing arts, physical education, social-emotional learning (SEL), and afterschool offerings. Student and family feedback through surveys further informs our understanding of access and engagement across grade spans and student groups.|All students at TEAM Charter Schools have access to a broad course of study, including core academic subjects (ELA, math, science, history/social science), as well as physical education, and the arts. Students in grades TK–5 participate in SEL through the Leader in Me framework and RCA House system.  Disaggregated data show equitable enrollment patterns with no significant gaps in access across subgroups. Across sites, course offerings are comparable, with site-level flexibility based on student interests and staffing availability.|Key barriers to expanding access to a broader course of study include limited funding for elective staff and facilities, especially in the arts and sciences. As a small charter school system, TEAM must prioritize core content and intervention supports, which can limit offerings in enrichment areas. Hiring and retaining credentialed staff with specialized subject knowledge in music, robotics, or foreign languages is also challenging due to staffing shortages and budget constraints. In addition, space limitations at some campuses restrict the physical infrastructure needed for lab-based science or performance-based arts courses.|To increase access, TEAM has expanded partnerships with local organizations and experts to offer enrichment opportunities during the school day and afterschool, including collaborations with the Stockton Kings and community STEM providers. We continue to cross-train staff to lead electives aligned with student interests. In 2025–26, we plan to pilot a rotating elective block for grades 3 - 5 to provide greater exposure to art, music, and technology. We are also pursuing grants and donations to enhance arts and science offerings. For unduplicated students, we prioritize inclusion in enrichment programs and will use survey data to identify additional interest areas.|Met||2025-06-30|2025
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 provides all students access to and enrollment in a broad course of study.  At the 9-12th grade level, the use of a Master Schedule provides equitable access to students when enrolling in courses. Each academy develops 4 -Year plans for all students, which assist with ensuring access to broad courses of study. We also provide a High School Course Catalog to all families/students. The Venture 9th grade Math Placement Protocol ensures appropriate 9th grade math placement and assists in arranging the proper math supports for students, while providing students access to a math pathway that meets 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 equitable enrollment in the broad courses of study.  Students in the K-8 levels are instructed with standards-aligned curriculum in multiple school subjects. The offering of PE, Art, and STEM in the K-8 academies increased students' enrollment in a broader course of study beyond the core curriculum.   All students with exceptional needs have IEPs or 504's, which provide services and supports for students to equitably access core curriculum in general education classrooms.|There are no barriers to all students having access to a broad course of study.|Venture Academy implements 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 5 additional electives that build 1 additional pathway of electives in the upcoming school year based on student interest.|Met||2025-06-18|2025
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 2024-25 school year, 100% of EUSD students had full access to a broad course of studies consistent with CA Ed. Code 51210 (Grades 1st through 6th) and 51220 (a) (Grades 7th through 12th) respectively. The district operates within a Response to Instruction and Intervention RTI2 and Multi-Tiered Systems of Support (MTSS) framework where access to core instruction and broad course of studies are made available to all our students to the extent possible. All our elementary students have access to and the opportunity to enroll in the seven areas (English, Math, Social Science, Science, Visual and Performing Arts, Health, and Physical Education) identified as a broad course of studies for grades 1-6. Even our smallest rural elementary schools offer access to visual and performing arts during the regular school day. Course offerings include exposure to music with a credentialed music teacher. Similarly, all EUSD secondary students have access to a broad course of studies both within and outside of the school day. Even though the district only operates one middle school and one high school, a large selection of courses is available. For example, the district’s high school offers access to multiple CTC pathways (including AG pathways and First Responder Pathways), Advanced Placement classes, and college preparatory coursework consistent with a broad course of studies. Furthermore, the high school allows access to elective course work as pre-periods and post-periods so that|Some of the barriers preventing EUSD from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within the district. For example, two of the district's smaller elementary schools are some distance away from town. Furthermore, the creation of designated English Language Development courses in a departmentalized setting at the middle school and high school levels has impacted access to broad elective courses as one devoted class period is set aside for departmentalized ELD. Even within these barriers, 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||2025-06-20|2025
39685020126011|Escalon Charter Academy|7|The mission of the Escalon Charter Academy is to, “serve and connect with 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 overall school schedules. Furthermore, charter 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 chartrer 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 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 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. 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 school courses, clubs, etc. are not available to them, 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 participated in a Barn Management course, to help prepare her for a career in management of horse stables.  Students have completed a significant amount of college coursework, including an AA prior to graduation.  While ECA students may not have access to some of the traditional school offerings, they have the ability to participate in a range of courses that aren't common, or available, in the traditional setting.|Met||2025-06-20|2025
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 Board-adopted course of study. Differences in instruction occur primarily in grades 6–8, where students can choose from a range of elective courses and may qualify for accelerated math. Students are given the opportunity to select their preferred electives, and it is uncommon for a student not to receive their first or second choice. At the end of 6th grade, all students are evaluated for placement in the accelerated math program, with the top 20% selected based on assessment results.|The only barrier to providing a broad course of study is the limited electives in 6-8th grade due to staffing ratios.|JESD will continue engaging educational partners through existing parent involvement groups, including School Site Councils (SSC), English Learner Advisory Committees (ELAC), the District English Learner Advisory Committee (DELAC), and LCAP forums. These partners will collaborate with the district to strengthen and expand access to a broad course of study for all students. As part of the LCAP development process, a comprehensive needs assessment will be conducted to help identify and address any equity gaps.  JESD is committed to providing all students with a well-rounded education across core subject areas—math, science, social science, visual and performing arts, health, physical education, and career technical education—regardless of school site. Designated funds will support expanded access, including elective music and an after-school Band program. The district will regularly evaluate programs to ensure effectiveness and alignment with student needs.  JESD will work alongside educational partners to address disparities found through data analysis and will take clear steps toward equity and inclusion. The district will also continue supporting staff through Professional Learning Communities (PLCs), ensuring access to high-quality curriculum and effective instructional practices that promote academic success for all students.|Met||2025-06-17|2025
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 increasing push-in and reducing pull-out supports and implementing scaffolded, inclusive strategies in mainstream classrooms.|Met||2025-06-25|2025
39685690132415|John McCandless Charter|7|John McCandless Charter School 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 2024-25 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.|JMC offers access and enrollment in the seven areas identified as a broad course of study.  Elementary students can access courses, such as visual and performing arts within their regular school day.  Student needing specialized supports provided outside of the general education classroom are at risk of missing electives or visual/performing arts.  This is a potential barrier.  JMC will respond to the barrier by reducing pull-out supports and implementing push-in strategies in mainstream classrooms.|Met||2025-06-25|2025
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||2025-06-27|2025
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||2025-06-17|2025
39685850101956|Aspire Benjamin Holt College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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. RV provides opportunities for college dual enrollment classes in accordance with community college guidelines.|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.|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 of our students.|Met||2025-06-16|2025
39685850133678|Aspire Benjamin Holt Middle|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
39685856116594|Aspire Vincent Shalvey Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
39685856117675|Joe Serna Jr. Charter|7|JSJCS provides preparation for a broad course of study by providing fully credentialed teachers and having small class sizes, 21-22 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.|JSJCS ensures that K-8 low income and English Learners have access to a broad course of study. We have 111 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 many students have earned high school Spanish 1 and 2 completion and recognition for a second language by the time they complete 8th grade.|To prevent barriers from providing access to a broad course of study for all students, it's important to ensure that parents are aware of the meaning of a broad course of study and its importance to their children. JSJCS must prepare and introduce students to the idea of going into a trade or attending college before they begin high school. Another barrier may be reclassifying English Learners as Fluent English. One of the district goals is to reclassify students as Fluent English by the end of sixth grade, if possible. This would allow students the ability to have greater flexibility in their schedule and more options to take core content courses along with electives when they begin high school. JSJCS closely monitors students who are not reclassifying by 6th grade and seek intervention support to ensure they have reclassified by 8th grade.|To ensure access to a broad course of study for all students, JSJCS will closely monitor English learners who are not reclassifying, analyze student attendance and see if it's a factor that is preventing students from accessing a broad course of study. Once a quarter, the Assessment, Research, and Evaluation Department provides a list of all English learners who meet the reclassification criteria. JSJCS will seek intervention supports for students not reclassifying in a timely manner. Additionally, JSJCS will work on offering parenting workshops on how to help their child with math, science, English, and Spanish at home. Furthermore, after school intervention in language arts, 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, GLAD strategies, 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. Next school year, there will be one TK classroom and will ensure the teacher has access to professional development and instructional support.|Met||2025-05-21|2025
39685856118921|Aspire River Oaks Charter|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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 (LI) 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%). There are no significant differences across comprehensive school sites, however alternative high schools have a statistically lower graduation rate.   Elementary grades are necessarily enrolled in all courses offered and modifications to schedules have provided access to all course offerings.|We first have to know exactly where each individual and group of students is, and lack of time and training in data programs may be preventing teachers, administrators or others from identifying students or groups who have not been provided access to a broad course of study. Counselor training/knowledge in 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 increasing the number of individuals or programs focusing on the disaggregation of data, and the review of access 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||2025-06-18|2025
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||2025-06-09|2025
39686270000000|New Jerusalem Elementary|7|New Jerusalem monitors multiple indicators to ensure all students have access to a broad course of study. We track  enrollment in programs such as Special Education, Section 504, and English Learner services to ensure that  students receive the support needed to fully engage in the curriculum. We also review participation in Tier 2 and Tier  3 reading interventions and the after-school Expanded Learning Program to support academic growth across subject  areas. Additionally, we document student involvement in extracurricular activities, including athletics and STEAM  Clubs, to ensure students experience diverse learning opportunities beyond the classroom.|New Jerusalem continues to strengthen access to a comprehensive curriculum for all students. Recent growth in  student achievement, reflected in DIBELS and NWEA MAP scores, highlights this progress. To build foundational  skills, the school has implemented Heggerty for phonemic awareness in grades K–3 as a Tier 1 support. SIPPS is  used as an additional Tier 2 and Tier 3 reading intervention across K–8. Students who require additional academic support are encouraged to participate in targeted programs, including the  after-school Power Hour, IXL interventions, “What I Need” (WIN) Time, and structured in-class support. These  layered supports ensure students receive the instruction necessary to access a broad and rigorous curriculum. New Jerusalem remains committed to regularly reviewing its course offerings and support systems to ensure all  students are prepared for success and have equitable opportunities to thrive.|While New Jerusalem has taken meaningful steps to reduce barriers, disparities in access to advanced programs  remain for some student groups. Students from low-income backgrounds and English Language Learners often face  additional challenges, including disparities in instructional access, academic language, and the availability of  resources. In response, the school is expanding Tier 2 supports, after-school tutoring, and access to digital tools,  such as IXL. A comprehensive academic support system is also being strengthened to better serve English  Learners. These targeted efforts aim to close gaps and ensure that all students can access advanced coursework  and broader learning opportunities.|New Jerusalem has implemented multiple initiatives to ensure all students have access to a broad and enriching  course of study. The Expanded Learning Program provides after-school academic support, including a “Power Hour”  for students who need additional help. A foundational literacy program with built-in intervention time is in place for all  students, supporting skill development across grade levels. Students also have access to music, art, and dance instruction and are encouraged to participate in extracurricular  programs, such as 4-H, sports, and IXL activities, outside of school hours. To address disparities in access to advanced coursework, especially among English Learners and students from  low-income backgrounds, the school provides targeted supports and interventions. Collaboration with ELAC, DELAC,  and Special Education helps guide these efforts to ensure that all student groups are included in enrichment  opportunities. Ongoing evaluation supports continuous improvement toward equitable access for all learners.|Met||2025-06-24|2025
39686270117796|New Jerusalem|7|New Jerusalem monitors multiple indicators to ensure all students have access to a broad course of study. We track  enrollment in programs such as Special Education, Section 504, and English Learner services to ensure that students receive the support needed to fully engage in the curriculum. We also review participation in Tier 2 and Tier  3 reading interventions and the after-school Expanded Learning Program to support academic growth across subject  areas. Additionally, we document student involvement in extracurricular activities, including athletics and STEAM  Clubs, to ensure students experience diverse learning opportunities beyond the classroom.|New Jerusalem continues to strengthen access to a comprehensive curriculum for all students. Recent growth in  student achievement, reflected in DIBELS and NWEA MAP scores, highlights this progress. To build foundational  skills, the school has implemented Heggerty for phonemic awareness in grades K–3 as a Tier 1 support. SIPPS is  used as an additional Tier 2 and Tier 3 reading intervention across K–8. Students who require additional academic support are encouraged to participate in targeted programs, including the  after-school Power Hour, IXL interventions, “What I Need” (WIN) Time, and structured in-class support. These  layered supports ensure students receive the instruction necessary to access a broad and rigorous curriculum. New Jerusalem remains committed to regularly reviewing its course offerings and support systems to ensure all  students are prepared for success and have equitable opportunities to thrive.|While New Jerusalem has taken meaningful steps to reduce barriers, disparities in access to advanced programs  remain for some student groups. Students from low-income backgrounds and English Language Learners often face  additional challenges, including disparities in instructional access, academic language, and the availability of  resources. In response, the school is expanding Tier 2 supports, after-school tutoring, and access to digital tools,  such as IXL. A comprehensive academic support system is also being strengthened to better serve English  Learners. These targeted efforts aim to close gaps and ensure that all students can access advanced coursework  and broader learning opportunities.|New Jerusalem has implemented multiple initiatives to ensure all students have access to a broad and enriching  course of study. The Expanded Learning Program provides after-school academic support, including a “Power Hour”  for students who need additional help. A foundational literacy program with built-in intervention time is in place for all  students, supporting skill development across grade levels. Students also have access to music, art, and dance instruction and are encouraged to participate in extracurricular  programs, such as 4-H, sports, and IXL activities, outside of school hours. To address disparities in access to advanced coursework, especially among English Learners and students from  low-income backgrounds, the school provides targeted supports and interventions. Collaboration with ELAC, DELAC,  and Special Education helps guide these efforts to ensure that all student groups are included in enrichment  opportunities. Ongoing evaluation supports continuous improvement toward equitable access for all learners.|Met||2025-06-24|2025
39686270126755|ABLE Charter|7|ABLE Charter uses multiple tools to monitor access to a broad course of study across grade spans and student groups. These include course enrollment data from PowerSchool, Individualized Learning Plans (ILPs), A–G courses, master scheduling audits, and disaggregated participation data for subgroups including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Teacher credentialing data and course assignment records are also reviewed to ensure courses are taught by appropriately assigned and authorized teachers. Data is analyzed by site leadership and the Director of Student Achievement at regular intervals throughout the year.|All ABLE Charter students have access to a broad course of study, including core academic subjects, visual and performing arts, world languages, and physical education. At the high school level, students have access to A–G aligned courses. Enrollment data shows generally equitable access across student groups; however, students with disabilities are underrepresented in advanced coursework.|Barriers to full access include master schedule constraints, staffing limitations in specialized electives, and challenges ensuring all students—particularly those with IEPs or English Learner designations—are enrolled in both required interventions and enrichment courses. Some students with disabilities or other targeted needs may have reduced flexibility in their schedules due to required services or support classes.|The LEA seeks to expand proactive academic advising during ILP meetings, student interest surveys to guide elective expansion, and targeted outreach to underrepresented student groups to increase enrollment in advanced and enrichment courses.|Met||2025-06-18|2025
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, and 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|In each review period, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-30|2025
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||2025-06-24|2025
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.|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||2025-06-16|2025
39686270132050|Astronaut Jose' M. Hernandez Academy|7|All AJMHA students in grades TK-8 are enrolled in a broad course of study. We define our school's broad course of study as our scholars' access to the content standards in English-language arts, mathematics, science, history-social science, and physical education. Additionally, we believe all scholars should have quality experiences in VAPA (Visual and Performing Arts). On a weekly basis, credential teachers meet with our TK-8 scholars for PE and visual arts lessons. The access to and implementation of our broad course of study are measured by an analysis of each grade level's year-long curriculum maps based on the content standards for each of these areas of study, as well as each grade level's progress on the curriculum maps throughout the school year. Our after-school program also offers an opportunity for additional learning experiences. Our inclusion  special education program ensures that our students have equitable access to the  curriculum since we do not have special day classes.|Astronaut Jose M. Hernandez Academy (AJMHA) is an independent charter school and is not part of a network or consortium of charter schools. Therefore, there is no comparative data across school sites since we function as our own single-school district. Based on our locally selected measures and tools, all scholars in Grades TK-8th have access to a broad course of study. At AJMHA, two identified subgroups that are under close analysis are our English Learners and Special Education Scholars. To ensure that our English Learners have access to the core curriculum, they receive 30 minutes of designated ELD (English Language Develop), as well as access to all subject areas with SDAIE (Specially Designed Academic Instruction in English). For our Special Education Scholars, push-in services are provided whenever feasible. Care is taken to reintegrate them into their classes when they are pulled out of class for services. Additionally, we implement a full-inclusion model of academic support for maximum growth.|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||2025-06-10|2025
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 2024-2025 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. Insight is providing opportunities for students to be dual enrolled with a community college to ensure exposure to college courses and credits. Students are enrolled in four courses each trimester to allow students to focus on less material at a time, this allows for more focus on fewer courses for students. 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. Wi-Fi access for students who are homeless or socioeconomically disadvantaged can be difficult, Insight provides hotspots for students to support with access, but it proves difficult at times.|Insight has improved its Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.    New math options were provided beginning in the 2024-2025 school year that proved to be successful with our students based on growth data collected. 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. Preliminary data from state assessments show promise with the new courses chosen.|Met||2025-06-25|2025
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||2025-06-24|2025
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 inperson 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||2025-06-24|2025
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. Tofurther 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. DCHS had added WIN (What I Need) time to our daily schedule to allow for intervention and enrichment for all  students during the school day. This allows students and teachers to provide additional instruction via reteach  lessons, IXL goal work for IEP students, small group instruction to help students complete missing assignments and  opportunities for enrichment activities such as arts and crafts, AP study sessions, dance lessons, etc.|Met||2025-06-24|2025
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||2025-06-26|2025
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 4 of a dual language academy that will move to include grades kindergarten through 5 in 2025/2026. 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 Online Public Schools. 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. All elementary sites have general music programs in grades (TK-4), all elementary school sites have an art teacher, and offer Spanish language in grades 5-8.  Date taken to local governing board: June 26, 2025|Met||2025-06-26|2025
39686500125849|California Online Public Schools Northern California|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students.|Met||2025-06-10|2025
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||2025-06-24|2025
39686760108647|Aspire Rosa Parks Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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||2025-05-22|2025
39686760114876|Aspire Port City Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., art, technology and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.  For students with specific learning needs, we identify supports and assure that specials teachers are informed on the best way to support students in a fully inclusive environment.|Met||2025-06-18|2025
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|7|The LEA employs a comprehensive range of assessment tools to evaluate student achievement, including the NWEA Measure of Academic Progress (MAP), iReady, designated English language instruction, curriculum-embedded interventions, as well as individualized and group tutoring sessions. Additionally, the LEA leverages its PowerSchool Hoonuit Unified Insights Dashboard to systematically monitor all students by grade span, unduplicated student groups, and individuals with exceptional needs.|All students participate in a comprehensive course of study, as demonstrated by the LEA’s commitment to student success through collaborative efforts with staff. The LEA provides students with diverse learning experiences and consistent support from dedicated personnel, establishing a strong foundation for lifelong achievement, as reflected in the California dashboard metrics. This ongoing progress serves as a testament that, by fostering each aspect of the student’s experience, the LEA consistently promotes growth and positive outcomes.|Based on the results from the LEA’s chosen assessment tools, inconsistent attendance has been identified as a significant barrier to providing all students with access to a comprehensive course of study. When students do not attend school regularly, it creates learning gaps that result in those students lacking the knowledge and skills acquired by peers with more consistent attendance.|The LEA has updated its mathematics curriculum for grades K-8, utilizing “REVEAL MATH” published by McGraw Hill in alignment with the Common Core Standards. This program offers students a comprehensive range of digital courseware, textbooks, and step-by-step support tailored to diverse learning needs. Reveal Math emphasizes exploration, dialogue, and reflection, drawing upon contemporary academic research to ensure that all students are equipped for success in mathematics.|Met||2025-06-13|2025
39686760118497|Aspire Langston Hughes Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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.|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.|Met||2025-06-05|2025
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||2025-06-26|2025
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||2025-06-26|2025
39686760121541|Aspire APEX Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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||2025-05-22|2025
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||2025-05-20|2025
39686760136283|Team Charter Academy|7|In adopting the instructional model, TEAM Charter Academy has reimagined our middle-grade organization so that every cohort of sixth, seventh, and eighth graders is supported by two lead teachers: one dedicated to STEM (Mathematics and Science) and the other two Humanities/Arts (English Language Arts and Social Science). This dual-teacher structure ensures that students benefit from deep, subject-specific expertise while maintaining the continuity of a small learning community that is student led and driven. Each year, our Instructional Support Team, working alongside the Directors of Education/Principal and Special Education combines quantitative enrollment data from PowerSchool with insights gathered through classroom walkthroughs and targeted observations. This holistic review guarantees that every student, including those in unduplicated and special education populations, is both scheduled into and actively accessing the full complement of core courses and elective experiences. By blending these data sources, we can fine-tune our master schedule to uphold equitable access and continuously validate that our student lead instructional design delivers a rich, balanced curriculum to all learners.|TEAM Charter Academy has universal course enrollment—100 percent of our sixth through eighth graders, regardless of subgroup status or IEP designation or EL designation, are registered in English Language Arts, Mathematics, History–Social Science, Science, Physical Education, and at least one elective or project-based learning experience. In our student led instructional model, each grade level is co-taught by two specialists/ teachers, one dedicated to STEM (math and science) and the other to Humanities/Arts (ELA and social science), who organize learning around small-group instruction and student-led projects. Elective pathways such as AVID and Leadership, alongside targeted PBL courses embedded within each cohort track, remain available to all, reinforcing our commitment to equitable access. Critically, students receiving special education services do so through an inclusive model, with tailored supports and co- teaching interventions seamlessly integrated into these classrooms so that every learner can fully engage with and benefit from our rich, balanced curriculum.|At TEAM Charter Academy some of our students need additional supports and services to fully engage with the curriculum, maintain regular attendance, and build strong social connections.|To break down these barriers, TCA has bolstered its support network by adding a school counselor, nurse, attendance clerk, resource teachers, and on-site mental health clinicians, all coordinated by our Special Education Director. We’ve also adopted a schoolwide merits and behavior-tracking system and provided comprehensive staff training on both the new platform and restorative justice practices, ensuring positive behaviors are reinforced and conflicts are resolved constructively. At the same time, we’re rolling out a Multi-Tiered System of Supports (MTSS) that includes certification training for educators, data-driven classroom observations, and continuous progress monitoring to identify and intervene for students in need. Concurrently, we’ve expanded evidence-based professional learning for teachers and administrators, scaled up our tutoring services, and enhanced family communication around course requirements and PowerSchool access. By weaving these initiatives into our daily routines, we guarantee that every TCA student not only has a seat in each required class but also receives the personalized guidance and resources they need to thrive.|Met||2025-06-30|2025
39686760139865|Aspire Stockton 6-12 Secondary Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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 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 regular English Language Development based on grade and proficiency level.  Students engage in science and social studies texts and knowledge through English Language Arts and Spanish Language arts nonfiction and fiction passages.					|Voices Stockton offers a broad course of study to all students currently, but we are always looking to improve. Next year, for example, Voices Stockton is adopting a new Science curriculum. Challenges that we have overcome include staffing challenges. Voices Stockton works hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully.					|This upcoming school year, Voices Stockton will be adopting a K-5 science curriculum as well as a middle school Spanish curriculum to strengthen the instructional program for all students.					|Met||2025-06-24|2025
39686760139923|Aspire Arts & Sciences Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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||2025-06-12|2025
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||2025-06-12|2025
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||2025-05-23|2025
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: 44% EL Students: 27% LTEL Students: 28% Socio-Economically Disadvantaged Students: 43.8% Homeless Students: 44.4% Foster Youth: 41.2% Students with Disabilities: 44.4%* (Initial data from 2024-25*)|The above data indicate that although all  students have access to a broad course of study, less than half of all students (across the statistically significant subgroups identified) have enrolled in Visual and Performing Arts programs/courses.  All school sites provide equitable services to students.  However, the data suggests that students identified within the above categories may not experience the same scheduling flexibility when selecting electives courses.  The district remains committed to extending students capacity to enroll in Visual and Performing Arts based electives and programs.|In certain instances, English Learner students, LTEL students, and students with disabilities may not have the flexibility to select more enriching elective classes.  Due to statutory obligations, secondary students who are entitled to receive designative English learner minutes and/or service minutes--in accordance with one's IEP would take precedence over enrolling in enrichment based electives.  The district is aware of how this situation could create conditions of inequity for underrepresented students.  As such, we continue to explore other options to provide access for Visual and Performing Arts courses to students, irrespective of the fact that certain students may be compelled to enroll in courses that would otherwise limit each's options.|We remain committed to expanding the district's offerings for Visual and Performing Arts electives.  Some of the proposed actions include leveraging supplemental funding to provide additional classes for students (I.e., zero period, and 7th period), as well as contracting out Visual and Performing Arts services with our county office partners.  The district has taken specific action to leverage out ELOP program to ensure that students experience Visual and Performing Arts options outside of the general school day.|Met||2025-06-23|2025
39754990102384|Primary Charter|7|The student information system, AERIES, is used to track the extent to which all students have access to and are enrolled in a broad course of study. All student groups are represented in AERIES.|All students have access to and are enrolled in a broad course of study.|There are not barriers preventing PCS from providing access to a broad course of study for all students.|No revisions are necessary.|Met||2025-06-09|2025
39754990102392|Millennium Charter|7|The student information system, AERIES, is used to track which students have access to or are enrolled in a broad course of study. The CEO and school counselors also meet with students individually each year to review transcripts and schedule courses for the upcoming school year.|All students have access to a broad course of study.|There are no barriers preventing MHS from providing access to a broad course of study for all students.|No revisions are needed.|Met||2025-06-09|2025
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||2025-06-23|2025
39754996118665|Discovery Charter|7|DCS uses the student information system AERIES to track which students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with exceptional needs served.|All students are enrolled in a broad course of study.|There are no barriers preventing DCS from providing access to a broad course of study for all students.|There are no revisions needed.|Met||2025-06-09|2025
39767600000000|Lammersville Joint Unified|7|Lammersville Unified School District (LUSD) monitors progress on Priority 7 by conducting both qualitative and quantitative reviews of course offerings, student requests, and master schedules to ensure equitable access to a broad course of study across all grade spans. In grades TK–6, all students are enrolled in the seven subject areas defined in Education Code 51210. For students with exceptional needs, access is supported through the IEP process, with services such as Resource Specialist Program (RSP) and Speech and Language provided by credentialed staff through push-in, pull-out, one-on-one, and small group instruction models.  At the high school level, all coursework is aligned with UC/CSU A–G requirements, and Mountain House High School maintains a six-year accreditation from the Western Association of Schools and Colleges (WASC). Course enrollment in Career Technical Education (CTE), Advanced Placement (AP), and Early College programs is tracked and reviewed using TK–12 master schedules generated in AERIES. LUSD continues to expand access to CTE pathways and Project Lead the Way (PLTW) curriculum across grade spans. Online learning content is also available to students in grades 6–12. All data are disaggregated by unduplicated student groups, students with disabilities, and gender to monitor equity and access. While all students have access, some advanced courses require prerequisite coursework to ensure readiness.|All students in Lammersville Unified School District (LUSD) have access to, and are enrolled in, a broad course of study as outlined in Education Code 51210. This includes core academic content as well as electives, advanced coursework, visual and performing arts, physical education, Outdoor Education, health education, and Career Technical Education (CTE). Students in grades K–12 participate in Project Lead the Way (PLTW) programs, integrated into science, elective blocks, or standalone courses.  LUSD ensures equitable access through detailed course tracking using AERIES and TK–12 master schedules. At the high school level, students can access UC/CSU A–G approved coursework, AP classes, Early College opportunities, and a range of electives. All 8th-grade students are offered the PSAT free of charge to increase college and career readiness.  Unduplicated students receive additional academic support through small group instruction, regrouping for targeted ELD instruction, reading and writing intervention, after-school programs, and the high school’s “SUCCESS!” period. Digital tools such as ST Math, Lexia, and other online platforms are also utilized.  Students with exceptional needs receive individualized services through the IEP process, including push-in/pull-out support from credentialed specialists. While there are no major differences across school sites, ongoing analysis ensures that course access and enrollment remain equitable across student groups and campuses.|Lammersville Unified School District (LUSD) has few structural barriers preventing student access to a broad course of study. All students, including English Learners, foster youth, and students with disabilities, are scheduled into a full academic program aligned with Education Code 51210 and have access to electives, CTE, advanced coursework, and enrichment opportunities. However, one identified barrier is the tendency of some students—particularly at the secondary level—to self-select out of more rigorous or unfamiliar academic pathways, such as Advanced Placement (AP), CTE, or Early College programs.  Survey data show that while 76% of students in grades 5, 7, and 9 believe the district challenges them to reach their academic potential, and 77% believe LUSD is preparing them for future success, there remains a need to boost student confidence and motivation, particularly among underrepresented student groups. This is especially true for students who may benefit from more direct encouragement or structured supports when considering more advanced or non-traditional coursework.  To address this, LUSD continues to emphasize social-emotional learning, improve counseling outreach, and strengthen student-teacher relationships to foster a sense of connection and academic self-efficacy. These efforts are designed to help students recognize their potential and feel empowered to access the full range of available academic opportunities.|LUSD ensures all students have access to a broad course of study as defined in Education Code 51210, including core academics, electives, visual and performing arts, physical education, Outdoor Education, health education, and CTE. Access is further expanded through PLTW curriculum offered across grades K–12, delivered as part of science instruction, standalone electives, or integrated learning time.  In response to local data and educational partner input, LUSD has implemented targeted strategies to increase access for underrepresented student groups. These include expanded intervention services such as regrouping for small group instruction, designated ELD time, after-school academic support, and the SUCCESS! period at the high school. Digital learning tools like ST Math, Lexia, and other adaptive programs further support remediation and enrichment needs.  To support continuous improvement, LUSD uses AERIES and comprehensive master scheduling to monitor course enrollment by site and student group, ensuring equitable access. Students are encouraged to pursue rigorous coursework, and those needing additional support receive targeted remediation both during and outside of school hours.  To further broaden opportunity, the district expanded elementary music instruction and piloted a block schedule at the secondary level to provide greater access to both electives and academic support periods—addressing student interest, remediation needs, and schedule flexibility.|Met||2025-06-17|2025
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||2025-06-13|2025
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||2025-06-18|2025
39773880131789|NextGeneration STEAM Academy|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||2025-06-18|2025
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-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 charter as it makes decisions on using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2025-06-13|2025
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||2025-06-18|2025
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, 10, and 11 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||2025-06-18|2025
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. Apex: 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||2025-06-18|2025
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||2025-06-10|2025
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. Some of the Middle School elective offerings are now CTE aligned. Almond Acres  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 to designated English Language Development pull out services for 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, including English Learners, Students With Disabilities, Low Income Students, within a class and grade received instruction in a broad course of study. As previously noted, this schedule aligned designated ELD instruction for 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 CTE aligned 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, 4, and 5.  In addition, Drama Club occurred for grades 3-8 and Leadership Club for grades 6-8. Finally, all students participated in a Social Emotional Learning Program through a daily schoolwide shared start assembly for grades K-2, 3-5, and 6-8.|The identified barriers that prevented students from having access to a broad course of study to its full capacity were new teachers (to teaching and to AACA),  inconsistency of staffing (leave of absences, resignations, PTO), and student attendance. During the 24.25 school year, AACA employed 1 intern teacher 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.   AACA continues to have 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 had 7 leaves of absence and 2 resignations. There was also an open Coordinator position that we never filled.  Student attendance has averaged a little over 93.% through the end of April of the 24.25 school year, which is the same as the 23.24 year. However, AACA continues to struggle 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 from last year have remained the same, which makes it difficult for 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 Intervention, English Learner Development, and Special Education Support through refinement of the master schedule.  Regarding curriculum and materials, the school continues to use the same ones as last year, but has added more progress monitoring.  Almond Acres also continues to revise the use of Panorama, an online platform, for attendance, social emotional, behavior, and academic data.   The school continues to use Lightspeed to monitor safe computer use on all school provided computers.   In addition, the administrative team had targeted trainings in the areas of SEL, UDL, and The Prepared Classroom.  Limited staffing capacity has made it difficult to fully implement and expand certain programs. Further clarification of roles and responsibilities for administration and enrichment staff will allow better implementation of all programs.  In addition, sometimes core curriculum and enrichment opportunities overlap, which makes it difficult to logistically do both. Making some revisions to the master calendar and creating Standard Operating Procedures for certain activities and events will allow everything to run smoother.|Met||2025-06-25|2025
40687000000000|Atascadero Unified|7|Atascadero Unified School District generates a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports are reviewed to identify access and enrollment based upon student demographics subgroups.|For the 2024-2025 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(j).  All AUSD students in grades TK – 8 are enrolled in a broad course of studies. All elementary schools and middle schools offer access and enrollment in the seven areas identified by California Ed Code as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|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||2025-06-10|2025
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 students additional have CTE based elective courses to support their board course of study and built in enrichment and intervention.|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|In response to valuable input from our 2024-25 LCAP survey, indicating student and parent interest in expanded elective offerings at the middle school level, we will be developing a work group this year to explore modifications to the master schedule that would allow for a wider variety of courses. Building on our commitment to enriching the middle school experience, we focused this past year on fostering cross-grade level collaboration, with middle school teachers supporting elementary instruction in science and writing. We also implemented a dedicated enrichment/intervention block in middle school mathematics, utilizing Khan Academy and fostering deeper learning through project-based activities, including leadership and community service. Furthermore, we introduced a study skills period to provide targeted support for all middle school students in areas such as learning strategies, organization, studying techniques, and communication skills.|Met||2025-06-17|2025
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||2025-06-17|2025
40687910000000|Pleasant Valley Joint Union Elementary|7|Students have access to Common Core materials for language arts, mathematics, science, and social studies. The school is committed to expanding health instruction based on the new health framework, which is currently in the initial stage. This expansion is a testament to our dedication to your children's well-being. 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 also 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 have equal access to a comprehensive course of study. Accelerated students or students with special needs are given tier-two access to more appropriate materials.|We are a tiny district with only 60 students. Some of the career and technical materials and instructions are difficult to access.|We continue to collaborate with our local County Office of Education to access grant information and other learning opportunities for our staff, enabling us to expand our offerings.|Met||2025-06-25|2025
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, and Parsec Analytics.|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||2025-06-03|2025
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||2025-05-22|2025
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 2024/25 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||2025-07-31|2025
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 intervention, tutorial, 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 2024-2025 the LEA provided extensive training in English Language Development and resources for integrated and designated ELD, PBIS Tier one implementation, Guided Reading and classroom management techniques.  Special Education teachers had training on Autism Spectrum Disorder.  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 2025-2026 school year, the district will continue to provide professional development focused on teaching reading, ELD instruction and strategies through use of the ELD Tool Kit and PBIS Tier II supports.|Met||2025-06-11|2025
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.    District and Site Admin will continue to conduct classroom visits as part of the comprehensive collaborative coaching model that has been implemented to improved first instruction.  The district will continue to employ an ELD teacher/TOSA to improve integrated ELD instruction, and is monitoring EL students data using the ELLevation 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 that allows all students to receive intervention or extension at their level outside of core instruction.|The district will use local common formative assessments, CAASPP assessments, and data gained in the ELLevation 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||2025-06-26|2025
40754570000000|Paso Robles Joint Unified|7|PRJUSD uses the Aeries Student Information System to ensure all students are enrolled in a broad course of study.   This program allows the district to evaluate enrollment based upon grade, student groups, and individuals with exceptional needs.|All students in PRJUSD have access to a broad course of study.|One barrier to a broad course of student can be the mandated English Language development class for multilingual students. Additionally, our junior high had an ELA and Math support class in the 2024-2025 school year which could also present a barrier given that it replaced the opportunity for an elective in a student schedule.|In the 2025-2026 school year, PRJUSD has removed the support class at the junior high level to increase access to electives for all students. In turn, the class size in our core math classes was reduced.  Additionally, our high school increased zero period offerings as well as a summer original credit career technical education offering to expand opportunities for students to access their broad course of study throughout the school year.|Met||2025-06-10|2025
40754650000000|Coast Unified|7|Coast Unified School District (CUSD) uses multiple locally selected tools to monitor access to and enrollment in a broad course of study across all grade spans. These include master schedule reviews, course enrollment data by student subgroup (e.g., English Learners, students with disabilities, socioeconomically disadvantaged), student information system (SIS) reports, and annual course audits aligned with state subject requirements. At the elementary level, school site walkthroughs and enrichment participation rosters track student engagement in visual and performing arts, PE, and garden education. At the secondary level, data on access to AP, CTE, dual enrollment, co-taught classes, and electives is disaggregated by student group to ensure equity. Site administrators also provide input on access and course availability through principal meetings and Local Control and Accountability Plan (LCAP) reviews.|Overall, all students across CUSD have access to and are enrolled in a broad course of study. At Cambria Grammar School (CGS), students receive core academic instruction and participate in enrichment including PE, art, music (Children’s Creative Project), drumming, and garden education. At Santa Lucia Middle School (SLMS) and Coast Union High School (CUHS), all students have access to core academic subjects, visual and performing arts, PE, and a wide array of electives including CTE pathways, AP courses, dual enrollment, FFA, and leadership. Co-taught courses support students with disabilities. Disaggregated data shows strong participation across all student groups, with no significant enrollment disparities by race, English Learner status, or socioeconomically disadvantaged status. However, due to staffing and scheduling constraints, not all electives are available every semester at the middle and high school levels.|The most significant barriers to providing all students full access to a broad course of study are related to staffing limitations, declining enrollment, and scheduling complexity. As a small rural district, CUSD faces constraints in offering all desired electives each year, especially at SLMS and CUHS. Some specialized courses may not run every term due to low enrollment or teacher availability. Limited bilingual staffing can also affect access to scaffolded support for English Learners in all courses throughout a given day. In addition, students with specific needs (for example newcomers) may face scheduling challenges when co-taught courses or intervention supports overlap with electives. Despite this, CUSD is proud of the deep offering of diverse, rigorous, and hands- on courses we offer.|In response to the identified barriers, CUSD has implemented several strategies to increase access to a broad course of study. The district has partnered with Cuesta College to expand dual enrollment opportunities and offers online (credit recovery) models to ensure access regardless of staffing. CUSD has also prioritized maintaining co-taught courses for students with IEPs and other needs and expanding CTE offerings to align with student interests and labor market demand. At the elementary and middle school levels, partnerships with One Cool Earth and Children’s Creative Project have been renewed to sustain garden and arts instruction despite budget constraints. Ongoing efforts include strategic use of instructional minutes, annual master schedule alignment reviews, and targeted staffing plans to ensure consistent course access across all sites. CUSD will continue to monitor disaggregated data to ensure equity in course enrollment and revise offerings annually based on student voice, staff input, and LCAP stakeholder feedback.|Met||2025-06-26|2025
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 2 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) will be introduced next year, they did not happen this year due to staffing inconsistencies. Two Career Technical Education (CTE) courses were added at Gateway in the 2024-25 school year, along with continued Visual and Performing Arts (VAPA) instruction at all sites.|Court and Community have piloted both Carnegie Math and English curriculum, and StudySync. Carnegie Math and StudySync have been adopted. There is a CTE Innovation Lab 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 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 successfully embarked on a curriculum pilot during the 2024-25 school year, and will present to the Board for adoption in June. 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||2025-06-25|2025
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.|Met||2025-06-23|2025
41688580000000|Bayshore Elementary|7|BESD uses the master schedule, transcript reviews, course selection process and reports from Schoolwise to track the progress of each student and provide access to a broad course of study.|All students have access to a broad course of study.  Students who are on independent study (IS) also have access to their learning through an IS plan.|Our middle school is very small which limits the number of elective courses that can be offered.|The implementation of block scheduling has allowed for longer learning blocks in core subjects, while also providing times for electives.|Met||2025-06-17|2025
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 (46%).   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 4-7% students with disabilities, whereas the overall population (by grade) varies between 11-16% 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||2025-06-12|2025
41688740000000|Brisbane Elementary|7|The district used a local staff LCAP survey to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The district also completes the Educator Equity tool (Instrument SEI 04) to identify disparities.|All schools in the Brisbane School District meet the grade-level course requirements. Principals collaborate to ensure that the same or similar program is offered at each grade level across the District. Students with exceptional needs are provided the least restrictive environment and are included in mainstream grade-level courses as appropriate. High need (unduplicated) students are afforded the same access to courses of study as the general population of students; the District guarantees that lack of English-language skills and lack of funding does not prohibit any student from participating in District programs and activities. Students at different campuses have inequitable access to enrichment programs, including academic enrichment.|There is a literal mountain that separates the two elementary schools. One school is the closer location for three neighborhoods and the other school has only one neighborhood from which students enroll. Because of the difference in the sheer number of students enrolling in each school, there is a uneven resource distribution across school sites.|The district will conduct a site-level resource audit to identify and address inequities.|Met||2025-06-18|2025
41688820000000|Burlingame Elementary|7|The Burlingame School District employs a comprehensive student information system (SIS) as its primary locally selected measure to track student access to a broad course of study. This system monitors enrollment data across all grade spans and school sites, ensuring complete and appropriate scheduling for each student's academic level and individual needs.  The District integrates data from multiple sources to conduct systematic analysis that identifies over- or under-representation of student groups in courses and extracurricular activities. This process pays particular attention to unduplicated student groups and individuals with exceptional needs to ensure equitable access to educational opportunities.  Regular data presentations are made to the Board of Trustees, examining enrollment patterns by grade level, student demographics, and special populations. The District tracks course enrollment data, schedule completion rates, and participation in extracurricular activities across different student subgroups to identify and address access gaps. This comprehensive monitoring approach enables the District to proactively ensure all students, regardless of grade span or individual circumstances, have access to and enrollment in a broad course of study that meets their educational needs.|All students district-wide access comprehensive coursework across grade levels through inclusive practices addressing diverse needs via differentiated programming and specialized support services. Students with exceptional needs receive targeted instruction through two specialized day classes, prioritizing least restrictive environment placement. Grade 6 students may utilize one elective period for intervention services, while advanced learners access accelerated math pathways without testing barriers. Sixth-graders receive two elective choices plus differentiated math pathways including Math 6 and Accelerated Math 6. Eighth-graders completing Accelerated Math 7 sequence gain access to Algebra I coursework. The district ensures equitable course access through multiple pathways serving all learners. Key equity measures include eliminating testing requirements for accelerated math enrollment, providing flexible elective scheduling that accommodates both enrichment and support needs, and integrating special education services within general education frameworks when appropriate. These practices maintain high expectations while ensuring appropriate support structures exist for all student populations.|The district actively identifies courses where certain student groups are underrepresented and develops strategic interventions to eliminate barriers while providing targeted support for student success. A key example is our approach to Algebra enrollment. Previously, students had to pass an entrance exam to access Algebra courses. However, data analysis revealed a significant underrepresentation among  English language learners, students with disabilities, and students from economically disadvantaged backgrounds. In response, we eliminated the testing requirement and now offer Algebra to any interested student, accompanied by appropriate scaffolding and support systems to ensure their success.  This approach transforms access from a gatekeeping model to an opportunity-creating one, ensuring that academic rigor remains high while removing systemic barriers that previously excluded vulnerable student populations.|In response to data analysis revealing the underrepresentation of specific student groups in extracurricular programs, our LEA implemented comprehensive revisions to ensure equitable access to a broad range of courses. The district's systematic tracking of participation across demographic groups identified significant gaps in elective instrumental music and band programs, prompting immediate action.  To address these barriers, we purchased additional district instruments for family loans, eliminating financial obstacles that previously limited participation. All program materials and signup forms were translated to increase family engagement and accessibility. A new Coordinator of Community Engagement was hired to oversee expanded programming and ensure sustained outreach efforts.  The district launched targeted after-school STEAM opportunities specifically designed for underrepresented students and added culturally responsive programs like Mariachi to broaden appeal and relevance.   Affinity nights were established to foster stronger community connections and encourage participation among diverse student populations. These coordinated efforts, guided by ongoing data monitoring, have significantly reduced underrepresentation in music programs and established sustainable pathways for equitable access to enrichment opportunities that extend learning beyond core academic requirements.|Met||2025-06-17|2025
41688900000000|Cabrillo Unified|7|At Cabrillo Unified School District, we use the following measures/tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. This data is viewed through a lens of equity to ensure enrollment includes all of our student subgroups. In grades 9-12, we define a Broad Course of Study as 1) A-G / UC-CSU Requirements and 2) Graduation Requirements.|Using the locally selected measures below, our students demonstrate having access to a broad course of study. 1) High School Diplomas meeting UC/CSU (A-G) Requirements   As defined by our Half Moon Bay High School course catalog, our students have access to various courses providing students with several opportunities to enroll in approved courses and courses that will lead to a high school diploma and/or acceptance into UC/CSU or other four year colleges. At Cabrillo Unified School District (CUSD), it is a priority for our team to analyze student subgroup data and determine gaps so that we can provide additional support that will lead to an increased rate of graduation, using both CUSD high school Graduation Rate Local Indicator increased by 3.2 % from 2023 compared to 2025 (per CA Dashboard). In addition, our English Learner subgroup is performing in the yellow performance level compared to all of our reportable subgroups (Hispanic, Long-Term English Learners, Socioeconomically Disadvantaged, Students with Disabilities, and White), performing at the Green performance level.|Given the results of our locally selected measures, some of the barriers preventing Cabrillo Unified School District (CUSD) from providing access to a broad course of study for all students are as follows: 1) Student understanding/ownership of the value of A-G / UC-CSU Requirements and Eligibility 2) Outreach to both families and students regarding various graduation requirements/pre-requisites 3) Parent/Family understanding of the value of A-G Eligibility, UC/CSU Requirements, and/or AP enrollment 4) Growth Mindset  Some students are intimidated by Advanced Placement Courses, particularly our at-promise students|In response to the results of our locally selected measures, Cabrillo Unified School District (CUSD) has instituted a variety of strategies to ensure we provide equitable access to a broad course of study for all students. These strategies include the continued implementation of a Multi-Tiered Systems of Support (MTSS) framework and a district-wide adoption of an MTSS professional development plan. We continue to target various training opportunities to support our Tier I & Tier II Instruction, differentiated learning, and student-centered learning while individualizing student needs in order to support students' academic, behavioral, and social success. We continue to educate and inform our students, parents, and educational partners about our A-G/UC-CSU requirements/eligibility and high school diploma graduation requirements while providing systematic interventions/enrichment opportunities to increase access to our CTE pathways, AP courses, dual enrollment courses, and A-G courses. For the 2024-2025 school year, we continue to support a Dean of a CTE Teacher on Special Assignment at Half Moon Bay High School and an ELD Teacher on Special Assignment at Cunha Intermediate School. These are a few examples of measures and new actions that will support college and/or career pathways for all of our students.|Met||2025-06-26|2025
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 62 unique courses at the 6th-8th grade levels and 63 unique courses at the TK-5th grade levels during the 2024-2025 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 in math, we see a gap between 'overall' (99% C- or higher), 'EL' (80% C- or higher), and Socioeconomically Disadvangated (85% C- or higher). We believe that the gap with EL students is due to the small number of students categorized as 'EL' at the middle school level. However, it will be important for us to continually monitor the progress of our Socioeconomically Disadvantaged students. Fortunately, we did not see any discr|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||2025-06-17|2025
41689160000000|Jefferson Elementary|7|Synergy is our student information system used to ensure all students are enrolled in a broad course of study.|All students are enrolled in all core subjects.  Middle School students have access to a range of elective and enrichment courses while elementary students have access to enrichment classes.|There are no barriers to providing access to a broad course of study for all students.|There are no new actions.|Met||2025-06-25|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-30|2025
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.|Using A-G completion rates as a measure of access to a broad course of study, the District has seen overall progress—from 31% in the Class of 2021 to 54% in the Class of 2024. However, disparities remain across student groups and school sites. In 2024, A-G rates were highest for Asian (75%) and Two or More (64%) students, while African American (38%) and Hispanic/Latino (42%) students had lower completion rates.  Site-level differences are also evident. Oceana had the highest rate at 78.3%, followed by Jefferson (64.2%) and Terra Nova (55.5%). Westmoor reported only 49.2%, with particularly low rates for Hispanic/Latino (27.5%) and White students (23.8%). Thornton High reported 0% A-G completion, highlighting a need for support at continuation schools.  Students with additional needs also face barriers. In 2024, only 27% of students with disabilities and 26% of socioeconomically disadvantaged students met A-G requirements. English Learners (54%) and homeless students (47%) showed some progress but remain below the district average.  While access to a broad course of study is improving overall, the District recognizes the need for continued, targeted efforts to address persistent gaps in enrollment and completion across student groups.|Several barriers impact student access to and completion of a broad course of study. At some sites, limited course offerings and scheduling constraints reduce access to A-G approved classes, particularly for students at continuation schools. Academic supports such as tutoring, credit recovery, and IEP-aligned scaffolds are not always sufficient, especially for students with disabilities. High counselor caseloads and limited advising can lead to gaps in academic planning, particularly for first-generation college-bound students.  Additionally, English Learners and families with limited familiarity with the U.S. school system may face challenges navigating course requirements. Disproportionate placement practices, such as tracking or implicit bias, can also limit access to rigorous coursework for BIPOC students. Chronic absenteeism, housing instability, and school mobility further disrupt course progression for foster and homeless youth.|In response to A-G completion data and the disparities across student groups and school sites, the District has implemented several LCAP-aligned actions to improve access to a broad course of study:  Expanded Academic Counseling Supports (Goal 4.1): Additional counseling staff and focused training have been provided to strengthen academic planning, with special attention to 9th grade students, English Learners, and students with IEPs.  Course Access Equity Review (Goal 1.4): As part of our participation in the District Redesign Network, school teams are reviewing master schedules and placement practices to ensure students are not tracked into less rigorous pathways. This includes expanded access to A-G courses and more equitable placement in math and science.  UDL and Co-Teaching Implementation (Goal 6.2): To support students with diverse learning needs, the District is investing in co-teaching models and Universal Design for Learning strategies, making rigorous coursework more accessible to students with disabilities and English Learners.  Credit Recovery and Alternative Pathways (Goal 4.5): The District has expanded access to online credit recovery, summer school, and dual enrollment opportunities to help students stay on or return to an A-G pathway.  Family Engagement and Communication (Goal 7.6): The District continues to provide multilingual workshops and digital communications to help families understand A-G requirements and support their students’ academic planning.|Met||2025-06-17|2025
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||2025-06-17|2025
41689320000000|Pacifica|7|Utilizing CALPADS enrollment data, students are enrolled to a broad course of study across grade spans and curricular areas. Coordination between the enrollment center at the Pacifica School District Office and the Special Education Department takes place to ensure students with exceptional needs not only receive broad access to educational opportunities, but the access and supports needed to excel in the educational environments.|n Pacifica School District, one school site (Sunset Ridge) has a higher population of students classified as English Learners.  Students designated as EL receive integrated curriculum and coursework in order to support transition and success in a broad course of study.  Students with IEPs/504s receive support at school sites based on their specific learning needs to ensure they are in the least restrictive environment including access to the full range of courses as appropriately designated via the IEP process.|Per CALPADS enrollment data, not all courses are offered at all school sites.  All core curriculum is offered at all sites for all students. For a broad course of study, there is a gap in course offerings at the middle school levels, specifically the offerings vary between the comprehensive middle school model versus the K-8 school.  Pacifica school district is in the process of aligning course programming between middle school sites in order to ensure that all students have a broad range of course offerings and options which are equivalent.|The locally selected tool Pacifica School District is using to track the extent to which all students and student groups have access to a broad course of study is a survey that has been developed to track percent of student enrollment; barriers to access both within school and outside of school; and student perception of their access to the courses of study. This self reflection survey will help determine what is being done and what could be done to ensure students have access to these courses of study. The survey was given to selected teachers, content specialists from all of the core content areas of English Language Arts, English Language Development, Math, History/Social Science and Science. The goal is for this survey to be given to all teachers and support staff along with surveying the students and families through our yearly student and family surveys.  All students have access to all content areas through enrollment but barriers do exist both outside of school and within school that limit true access. Technology availability both at school and at home. An area of need will be to survey technology literacy amongst parents and students.  Barriers within school include alternate methods to demonstrate skill competency, tools to scaffold learning. Pacifica School District has taken measures to ensure students receive access to a broad course of study by trained staff in all content areas.  As such, new and returning staff will be trained on curriculum and instruction.  I|Met||2025-06-18|2025
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.|Continued development and implemenation of both the dual enrollment program and Career Technical Education provides a broader, more relevant course of study.|Met||2025-06-26|2025
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 2024-25 school year all elementary students had access to a broad course of study as outlined by Education Code. In reviewing student schedules and associated data for the 2024-25 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||2025-06-11|2025
41689650000000|Menlo Park City Elementary|7|We chose to examine enrollment in an accelerated course, compacted math, because 70% of all 5th-8th graders are enrolled in compacted math.  We are curious to know if student groups have adequate representation in compacted math, and if not, what barriers may be impeding access and enrollment.  We did this by comparing groups’ representation in compacted math with their representation in the overall population using a risk ratio calculation to determine how likely or less likely student groups are to be enrolled in compacted math.  We looked at compacted 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.|The current MPCSD structure allows all students to have access to Compacted Math courses through multiple pathway opportunities beginning in 5th grade.   When we analyzed our target student groups we found that: -The student group Hispanic/Pacific Islander/African American is adequately represented -Students who are socio-economically disadvantaged are at risk of being underrepresented -Students with disabilities are underrepresented Over the past four years these groups have become more likely to be in compacted math, although not at equivalent rates of the “all,” “White,” or “Asian” groups.|The results from our data analysis show that there is underrepresentation and at risk of underrepresentation for two student groups and we identified possible barriers to examine and address:  -We recognize that most enrollment for compacted math happens in 5th grade and having support is necessary to navigate and be successful with a mostly independent course, that in 5th grade, is taught in tandem with grade level math.    -We also recognize that compacted math is not accessible without strong math foundational skills and/or favorable feelings towards math.|As a result, we will plan and schedule a parent meeting for our identified student group families to explain about the compacted math program, the opportunities it affords, and support available.  We will also have empathy interviews and find out more about our families experiences with our math program and ways to improve it for their students.  We pride ourselves in our rigorous and excellent instructional programs and know we need to continue to focus on early grade foundational math success specifically for our targeted student groups so they have well developed mathematical skills and thinking.  To do so, we will begin to analyze math data and monitor progress by student group and focus on developing mathematical thinking practices as well as focusing our upcoming math materials adoption process on materials that best develop math skills with our targeted student groups.|Met||2025-06-12|2025
41689730000000|Millbrae Elementary|7|The LEA uses a combination of locally collected data and systemwide tools to monitor access to a broad course of study. These include:  -Master schedules and course offerings by school site, disaggregated by grade span and student group  -Student enrollment reports from the student information system (SIS), including tracking of elective participation, enrichment programs, and intervention courses  -Special Education service logs and IEP data to ensure students with exceptional needs have access to general education curriculum  -ELPAC data and English Learner profiles to ensure English Learners are placed appropriately  -LCAP progress indicators and site-based walkthroughs to monitor instructional access and equity   In addition, the LEA provides enrichment opportunities such as art, music, and physical education at the elementary level, along with a variety of diverse elective options at the middle school level. These offerings support student engagement and ensure a well-rounded educational experience for all learners.|Using master schedules, student enrollment data from the student information system (SIS), and special program participation logs, the LEA monitors student access to a broad course of study across all school sites. All elementary students receive core academic instruction as well as enrichment opportunities such as art, music, and STEAM. At the middle school level, students have access to a wider range of diverse electives, including, visual and performing arts, as well as Spanish.  Enrollment data disaggregated by student group shows equitable participation among English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Special Education service data confirms that students with IEPs are included in general education settings with appropriate supports and access to enrichment opportunities.  There are no significant differences in access across school sites; however, ongoing monitoring helps the district ensure consistency in implementation and identify areas for expanded offerings. Over time, the district has increased course access through more inclusive scheduling practices, multilingual communication with families, and greater alignment between student interests and elective offerings.  The LEA remains committed to continuous improvement to ensure all students, regardless of background or ability, have access to a comprehensive and well-rounded education.|Based on the results of locally selected measures, the LEA has identified several barriers that may limit full access to a broad course of study for all students:  -Scheduling constraints, particularly at the middle school level, can limit flexibility in offering a wider range of electives to all students, especially those receiving intervention or support services.  -Staffing limitations in specialized areas such as music, art, and world languages can impact the consistency of enrichment opportunities across sites.  -Transportation challenges may prevent some students from participating in extended day or enrichment programs outside of regular instructional hours.  -Language and communication barriers can impact family awareness of available programs, particularly among underrepresented student groups.   The LEA continues to address these challenges through strategic staffing, professional development, inclusive scheduling, and targeted outreach to families to ensure equitable access to a full and enriching educational experience.|In response to the results of locally selected measures, the LEA has taken several steps—and plans additional actions—to ensure all students have equitable access to a broad course of study:  -Expanded elective offerings at the middle school level to include more diverse options aligned with student interests, including visual/performing arts, STEAM, and leadership.  -Refined master scheduling practices to increase flexibility and reduce conflicts between intervention support and elective participation, particularly for English Learners and students with IEPs.  -Strategic staffing and recruitment efforts to strengthen access to art, music, and physical education across all elementary sites.  -Increased family outreach and communication in multiple languages to ensure families are informed about available programs and can advocate for their child’s participation.  -Professional development for staff on UDL, io ensure inclusive practices and equitable access for all students, especially for students with exceptional needs.  These efforts reflect the LEA’s ongoing commitment to providing every student with a well-rounded, inclusive, and engaging educational experience.|Met||2025-06-17|2025
41689810000000|Portola Valley Elementary|7|PVSD ensures that all students have access to a broad course of study across grade spans. In grades TK–5,  students participate in a self-contained instructional model that includes core academics and enrichment in visual  arts, music, PE, and STEM. At the middle school level (grades 6–8), students engage in a comprehensive program  that includes core subjects and a range of elective options.  Each year, students submit elective preferences, and the master schedule is developed based on student interest,  staff availability, and programmatic needs. As a small district, PVSD works carefully within scheduling constraints to  provide meaningful opportunities for all students, including those requiring additional academic support. To monitor access and equity, the district reviews course enrollment data by grade level and student group, including  unduplicated students and those with exceptional needs, to ensure that offerings remain as inclusive and engaging  as possible.|PVSD operates one TK–3 and one 4–8 school, ensuring consistent access to a broad course of study across all  grade spans and student groups. Current data shows 100% of K–8 students are enrolled in English Language Arts,  Mathematics, History/Social Studies, Science, and PE, including English learners and students with exceptional  needs.  In 2024–2025, all students in grades 1–5 were enrolled in Spanish. In grades 6–8, Spanish is an elective, and all  students may opt to enroll. Elective offerings, including Spanish and Visual and Performing Arts (VAPA), are based  on student preferences and available space.  All K–6 students participate in VAPA courses. In grades 7–8, VAPA is offered through electives, and all students  have access during the course selection process. While individual support needs may influence scheduling for some  students, PVSD works to ensure equitable access to a broad and engaging curriculum.  No differences in access exist across school sites. The district monitors course enrollment regularly to ensure equity  for all student groups.|In PVSD’s middle school program, elective options for 7th and 8th graders are guided by student interest and staffing  availability, and therefore vary year to year. While efforts are made to accommodate as many preferences as  possible, our small size presents scheduling challenges that can limit the number and variety of electives offered. Mathematics is offered at three levels in middle school. While staff may recommend placement, families  are empowered to choose the level they believe is most appropriate for their student. PVSD continues to examine  course access to ensure underrepresented students are supported in pursuing advanced coursework when  appropriate.  The District is committed to identifying creative solutions to reduce any constraints and to supporting equitable  access to high-interest, high-impact learning opportunities for every student.|In our TK-5 self-contained classrooms, all students have access to all courses of study. We continue to provide an  appropriate level of additional support that allows all student groups and individual students to get help to meet grade  level standards, offerings include Literacy Intervention (K-6) and academic skills (6-8). We offer small group math  intervention in grades 1-3, while credentialed middle school math teachers push into grades 4-5 classes to support  with co-teaching or small groups instruction. Students with exceptional needs continue to be supported with  appropriate modifications to curriculum and instruction by Special Education teachers and paraprofessionals who  work in general education classrooms. A Zero/Flex period is available to support grades 4-8 students who need  extra support. The VTP students are offered transportation to ensure access to these expanded learning  opportunities.|Met||2025-06-17|2025
41689990000000|Ravenswood City Elementary|7|Ravenswood is a TK-8 district, where over 90% of our students are unduplicated. All schools participate in the “Title I Schoolwide Program”, and all students receive the same enrollment in courses and same access to content area instruction, as tracked by the master schedule. On a daily basis, all students have the opportunity to access gradeappropriate curriculum, with the relevant interventions and supports provided as needed. By using the master schedule alongside planning for intervention and additional supports, we can ensure that students participating in pull-out intervention are not missing significant amounts of core content area instruction, and also ensure that they continue to have sufficient opportunities to participate in enrichment activities and classes|Overall, students are enrolled in a broad course of study across school sites, grade levels, and subgroups. We have found that school sites are equal in their ability to offer students a broad course of study including both core content area instruction, and enrichment/elective activities and classes. We do not see an underrepresentation of any student subgroups or unduplicated student groups in any particular elective or enrichment option - all students have access to all elective options. 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 redevelopment 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||2025-06-18|2025
41689990134197|Aspire East Palo Alto Charter|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, elective opportunities, pathway options, and enrichment.|PowerSchool analysis shows that all student groups and school sites have equitable access to and enrollment in a broad curriculum. This includes unduplicated students and those with exceptional needs. We proactively address participation barriers through IEPs, 504 plans, and MTSS. Over time, we've seen increased access and enrollment, reflecting our commitment to educational equity through necessary adaptations and supports.|Our ongoing monitoring and proactive strategies have successfully reduced barriers, ensuring all students can access a comprehensive curriculum. Currently, no significant barriers prevent any student group from full curricular access. This success results from our adaptable educational policies and the flexibility of our instructional designs, which are tailored to the diverse needs of our student body.|Our LEA is successfully meeting the requirement to provide all students with access to a comprehensive course of study. While we currently achieve this, we remain attentive and ready to adapt based on evolving educational best practices and the changing needs of our students. This ensures our educational offerings stay relevant and accessible to everyone, reinforcing our commitment to a thorough and inclusive education.|Met||2025-06-18|2025
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||2025-06-12|2025
41690050000000|Redwood City Elementary|7|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.|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 those that do may have varying criteria for student participation. This can create differences in opportunities for advanced math learning based on the school a student attends.|Barriers preventing the LEA from providing access to a broad course of study for all students include limited elective course availability at some sites due to shared teaching assignments and staffing shortages, which restrict scheduling and reduce student options in areas such as music, art, and technology. High numbers of unduplicated pupils in classrooms create challenges in delivering both core instruction and enrichment, limiting time available for exposure to a variety of subjects. Inconsistent use of digital platforms, due to varying teacher familiarity, reduces access to enhanced, standards-aligned content across classrooms. Scheduling conflicts—especially for students needing targeted supports or interventions—can result in missed opportunities to participate in enrichment or elective courses. Limited collaboration between general and special education teachers may also hinder inclusive access to the full range of courses for students with disabilities. These combined factors restrict equitable access to a well-rounded educational experience for all students.|The District’s Learner Framework fosters a passion for learning through agency and student-centered strategies woven into daily lessons. It equips RCSD students with tools and traits for lifelong success. Teachers guide instruction to create engaging conditions that spark curiosity, offer choice, promote creativity, and elevate student voice. These strategies meet diverse needs and accelerate learning. Rooted in RCSD’s vision, the framework prepares students to be Empowered Learners, Knowledge Constructors, Effective Collaborators, and Creative Communicators—skills that support their success now and in the future. The LEA is also strengthening Biliteracy programs and newcomer supports to meet the unique needs of low-income English learners. Culturally relevant instruction builds on native languages, while supplemental ELD curriculum strengthens foundational and reading skills. Tier 1 instruction offers early, evidence-based language support. Targeted interventions address learning gaps and support LTELs. Newcomer programs provide language, cultural, and emotional support. Progress is monitored using data to ensure growth and timely adjustments.|Met||2025-06-25|2025
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||2025-06-05|2025
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||2025-06-12|2025
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||2025-06-11|2025
41690130000000|San Bruno Park Elementary|7|To monitor our students' engagement with a diverse curriculum, we employ various measures and tools and course personalized learning data. Moreover, SBPSD Academic counselors offer sessions to analyze and ensure access for all students, including those categorized as unduplicated and individuals with exceptional needs. By maximizing the utilization of Aeries, Ellevation, and iReady our educational sites can accurately pinpoint existing gaps and underlying causes. This comprehensive analysis is conducted at each site in collaboration with administration, and MTSS Teams, counselors, teacher leaders, and liaisons, facilitating informed decision-making and support for all students.|A notable portion of students are enrolled in Music, Advance Math, Foreign Language, Art and Career Technical Education (CTE) pathway courses within our district. The music and art programs encompasses four elementary schools and all middle school students participating in electives. This initiative serves to introduce students with an interest in various subjects to various course and program offerings. 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). SBPSD remains committed to evaluating its policies regarding course availability to address concerns voiced by parents and guardians.|Feedback from educational partners has highlighted that some students lack the essential information to fully utilize available resources. It has been noted that 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). SBPSD remains committed to evaluating its policies regarding course availability to address concerns voiced by parents and guardians.|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, SBPSD has been assessing bell schedules, with a focus on enhancing flexibility in scheduling and bolstering access to new coursework and intervention strategies. Through collaborative efforts between staff, site and district leadership, initiatives continue to further develop in an effort to broaden access to various pathways and coursework.|Met||2025-06-18|2025
41690210000000|San Carlos Elementary|7|SCSD annually performs an analysis of student scheduling data, TK-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 the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs in advanced math courses remained flat in 2024-25, and 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 disabilities when compared with other student groups.  SCSD is offering additional intervention and summer programs and shoring up the Multi Tiered System of Support to assist with learning recovery and acceleration.|As mentioned in the previous section, SCSD continues to offer 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 Compliance and Improvement Monitoring (CIM) to address Significant Disproportionality in Special Education.|Met||2025-06-12|2025
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||2025-06-09|2025
41690390000000|San Mateo-Foster City|7|Our 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 typically enjoy strong access to a wide variety of courses. However, two key challenges have emerged. First, the district’s broad range of schools, many of which feature specialized instructional models such as dual language immersion, Montessori, and K-8 configurations, can affect access to a full curriculum. These unique educational approaches often involve trade-offs, resulting in reduced or unavailable course offerings at specific campuses. As a result, students at one site may have access to 8th grade Algebra and elective courses that are not offered at others. Second, tier 2 and tier 3 interventions are often prioritized over elective classes, especially impacting English Learners/Multilingual Learners and students with IEPs. Although these students retain access to electives in elementary school, those in middle school enrolled in ELD or RSP classes often have fewer elective options, as intervention courses occupy 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 enroll in a full range of elective courses. Barrier 2: At the elementary level, Transitional kindergarten and kindergarten students do not have the same instructional time as students in other grade levels, which limits their access to some instructional content.  Barrier 3: At the elementary level, instructional minutes vary from school to school, which impacts access to the same amount of content-based instruction.|First, our district’s five-year strategic plan (2022–2027) includes targeted professional learning opportunities for all teachers, focusing on areas that will enhance access for English Learners and students in special education. These areas include: --Early literacy instruction (TK–3) --Math content knowledge and instructional strategies --NGSS content knowledge and enrichment through programs like LEGO Education --Academic discourse and fostering a sense of belonging in middle school classrooms Supports tailored for multilingual and neurodiverse students   Second, the district has created a Multilingual Master Plan that outlines four primary goals for supporting multilingual learners: --Develop programs and practices that leverage students’ linguistic assets and address their unique needs --Build equitable systems to support multilingual learner services --Implement an accountability model to ensure their academic success --Strengthen systems for effective family and community engagement   Third, we are expanding preschool programs districtwide to increase access to early education, particularly for historically underserved student groups.  Fourth, the district continues to implement a Multi-Tiered System of Supports (MTSS) framework aimed at reducing over-identification for special education. Due to significant progress in this area, the district exited CCEIS (Coordinated Early Intervening Services) designation this school year.|Met||2025-06-26|2025
41690470000000|San Mateo Union High|7|The San Mateo Union High School District (SMUHSD) tracks access to a broad course of study using a combination of locally selected tools and data systems. Course enrollment is monitored by grade span and disaggregated by student group, including unduplicated pupils and students with exceptional needs. Internal tracking ensures students have access to core subjects as well as visual and performing arts, world languages, CTE, and AP/IB/Dual Enrollment courses.  The district also monitors participation in key programs such as CTE pathways and 7-period day access, with a focus on equity for multilingual learners, socioeconomically disadvantaged students, and students with disabilities. SMUHSD uses state tools like the College and Career Indicator (CCI) and disaggregated graduation and A–G completion data to assess access and outcomes. In addition, Panorama student surveys provide feedback on perceived barriers and support related to course access.  These tools were selected for their ability to provide disaggregated, actionable data aligned with state accountability metrics and to support continuous improvement toward equitable access to a broad and rigorous course of study.|The San Mateo Union High School District (SMUHSD) has made progress in expanding student access to a broad course of study, but disparities remain across student groups and school sites. Districtwide, 61% of students at comprehensive high schools now access a 7-period day (up from 49%), increasing opportunities for electives, interventions, and advanced coursework. However, significant gaps persist in access to AP, IB, and dual enrollment programs. For example, only 12.8% of multilingual learners, 9.9% of students with disabilities, and 20.8% of Pacific Islander students from the Class of 2023 accessed these advanced courses, compared to 65.4% of White and 86% of Asian students.  Disaggregated College and Career Indicator (CCI) data also show that just 16.9% of English Learners, 22% of students with disabilities, and 40.9% of socioeconomically disadvantaged students are considered “prepared” for college or career, revealing systemic barriers to access and readiness.  Site-level differences also exist, particularly in access to specialized programs like CTE and dual enrollment, which can vary due to staffing or enrollment size. In response, SMUHSD is expanding outreach, refining academic counseling, and continuing to invest in CTE, scheduling flexibility, and targeted support to ensure all students, especially underrepresented groups, can access a broad and rigorous course of study.|Analysis of SMUHSD’s course enrollment data, CCI outcomes, and Panorama survey feedback highlights several key barriers to providing all students with access to a broad course of study.  First, scheduling limitations—particularly for students needing support classes like ELD or credit recovery—reduce opportunities to take electives or advanced coursework, even with the 7-period day. Multilingual learners and students with disabilities often face restricted access due to required intervention placements.  Additionally, uneven access to AP, IB, dual enrollment, and CTE pathways—especially for English Learners, socioeconomically disadvantaged students, and students with IEPs—reflects disparities in academic preparation, prerequisite access, and support.  Site-level course availability also varies, with smaller schools sometimes unable to offer the full range of electives or pathways due to staffing or enrollment constraints.  Finally, survey data shows that some students, particularly from underrepresented groups, lack awareness or support in navigating course options, pointing to a need for stronger academic counseling and outreach.  Addressing these barriers requires improved scheduling flexibility, targeted student supports, and equitable program access across sites.|In response to data showing disparities in access to a broad course of study, the San Mateo Union High School District (SMUHSD) is implementing several key actions. The district is expanding the 7-period day model to ensure students—especially those needing ELD or academic support—can access both interventions and electives or advanced courses.  SMUHSD is also increasing targeted academic counseling and outreach for multilingual learners, students with disabilities, and socioeconomically disadvantaged students to ensure they are aware of and supported in accessing a wide range of courses, including CTE, AP, IB, and dual enrollment options.  To reduce barriers to advanced coursework, the district is adjusting prerequisites, enhancing academic supports like tutoring and AVID, and encouraging underrepresented students to pursue rigorous pathways.  Each school site is reviewing disaggregated course enrollment data and developing plans to address inequities in access. Additionally, the district is improving communication through multilingual materials and family engagement events to raise awareness of available programs.  These steps are designed to ensure all students, regardless of background, have equitable access to a broad, rich course of study.|Met||2025-06-26|2025
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||2025-06-11|2025
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.  This work continues.|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||2025-06-18|2025
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||2025-06-17|2025
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||2025-06-17|2025
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 2024-25 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.  This past 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||2025-06-18|2025
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||2025-06-12|2025
41690700000000|South San Francisco Unified|7|"SSFUSD analyzes master schedules and student transcripts, state (CALPADS, 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, now in its second 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. Through Prop 28 f"|Flex periods provide opportunities often hard to fit into traditional schedules or outside school hours. Students commonly seek academic support but also attend enrichment sessions, review lessons, meet advisors, make up assignments, join clubs, earn PBIS rewards, and participate in extracurriculars like sports. In 2023-24, new math classes (Explorations of Data Science and Financial Literacy) were added at the high school level to meet SSFUSD’s updated graduation requirements for the Class of 2026. Feedback from staff, students, and parents has been largely positive. A survey of middle schoolers, families, and staff about the new 7-period day found 85% agreed it provided more elective opportunities and was a positive change.  The bell schedule change helped increase graduation rates at SSFHS: 2018 (78.4%) to 2024 (94.2%); ECHS: 2018 (92.2%) to 2024 (96.4%). Baden Continuation HS saw fluctuations but increased in recent years: 2018 (51.3%) to 2024 (52.3%). College Career Indicator scores also rose: SSFHS from 31.6% (2018) to 56.1% (2024); ECHS from 28% (2018) to 70.9% (2024). These gains are attributed to more course access, credit recovery options, expanded CTE pathways, and stronger collaboration between electives and counseling.|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 help students meet academic standards. We are analyzing supports for English Learners and students with disabilities, and designing classes such as Controversial Issues in Society—a college prep course for Long-term English Learners focused on academic language skills. We are also building strong CTE pathways, introducing a Building Construction pathway in 2022-23, a Health Sciences–Patient Care pathway in 2024-25, and an Emergency Medical Response pathway in 2025-26. Sections have been allocated at ECHS and SSFHS to support access to AP and CTE courses. To support the transition to a 7-period day in middle schools, sections were allocated for developing and implementing elective courses. In 2023-24, a second Building Construction course was added, and all middle schools offered more electives, including Project Lead the Way courses. In 2024-25, SSFUSD added a Health Science–Patient Care CTE pathway at the high school level and plans to add an Emergency Medical Response pathway in 2025-26. We will continue to develop and support robust elective options at the middle school level. Peer counseling support classes were piloted at one middle and one high school in 2023-24, at another high school in 2024-25, with plans to extend these offerings districtwide over the next two years.|Met||2025-06-26|2025
41690880000000|Woodside Elementary|7|Administrators and our district data coordinator work to enroll each student individually, ensuring that every student is appropriately placed and has access to a broad course of study. With the exception of students in upper school taking either a foreign language or receiving specialized support depending on individual needs, there are no differences across student groups regarding enrollment in a broad course of study.|As a small, one-school District, we are able to ensure that all of our students have equitable access to all of the programs available. All students have access to the same programs and this has been the case for years. It is our priority to provide all students with equitable access to program and educational outcomes during their time at WESD.|There are no barriers preventing us from providing access to a broad course of study for all students, and we do not need to revise our program. Instead, we will continue ensuring that 100% of students have access to a broad course of study by annually reviewing our board adopted programs and taking an individualized approach to enrollment.|Our school board adopts programs to ensure that all students have access to and are enrolled in a broad course of study.|Met||2025-06-12|2025
42104210000000|Santa Barbara County Office of Education|7|JCCS uses several locally selected tools to track student access to a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs.  Transcripts and Individualized Learning Plans (ILPs): Upon enrollment, staff review transcripts to prioritize graduation requirements and develop an ILP for each student. ILPs are regularly updated as students complete courses and are assigned new ones.  Master Schedule: Designed to ensure access to required coursework, the master schedule is flexible and can be adjusted to accommodate students with unique course needs.  Aeries Course Report: JCCS uses the Aeries student information system to monitor student enrollment and progress in online courses offered through the Anywhere Learning System, expanding access to a broad range of subjects.  Individualized Education Plans (IEPs): For students with exceptional needs, the IEP serves as the primary tool to monitor the course of study, ensuring alignment with individualized goals and state standards.  All four tools are used to disaggregate data by student group to ensure equity in course access and completion.|JCCS is committed to ensuring that all students have access to, and are enrolled in, a broad course of study that supports progress toward graduation and post-secondary readiness. Currently, 100% of our students have access to required coursework through direct instruction or online learning via the Anywhere Learning System. Upon enrollment, transcripts are reviewed and Individualized Learning Plans (ILPs) are created to ensure each student is placed in appropriate courses. ILPs are updated regularly to reflect student progress. Each site has designated staff responsible for monitoring student schedules and ensuring alignment with graduation requirements. For students in our Court School, a formal MOU with Probation ensures that key staff support student transitions back to their community and school of residence. In 2022-23, JCCS earned WASC accreditation, an important milestone that reinforces our commitment to academic quality. As part of our continuous improvement, we are expanding access to A-G-approved courses and Career Technical Education (CTE) pathways. While the recent retirement of our Manufacturing CTE teacher temporarily paused our Manufacturing pathway, recruitment is underway for a new teacher, and we continue to enhance options that prepare students for college and careers. There are no significant differences in course access across sites or student groups, as all students receive personalized planning and support regardless of enrollment length or background|In 2024–25, JCCS faced several key barriers to providing consistent access to a broad course of study for all students:  Student Trauma: Many students come to JCCS with significant social, emotional, and physical trauma, which can hinder academic engagement, focus, and progress. To address this, staff have participated in targeted professional development to better support students' emotional and behavioral needs, but trauma remains a persistent barrier that impacts daily instruction and course access.  Academic Deficits: A majority of students (62.3%) enter JCCS with severe academic gaps. As a result, instructional efforts often focus first on credit recovery and foundational skills, delaying opportunities for enrichment and elective coursework.  Varied Length of Enrollment: Students at the Juvenile Justice Center are typically enrolled for an average of only 38 days, while those at the Community School average 78 days. This short duration requires intensive academic triage, often limiting the ability to provide a full range of courses during a student’s stay.  CTE Program Transition: In 2022–23, JCCS launched a manufacturing CTE course at Los Robles, enrolling 24.71% of CTE students. However, with the closure of Los Robles in February 2024, the program was relocated to the Dos Puertas campus. In February 2025, the CTE teacher retired, requiring another pause in the program. Recruitment for a new Manufacturing teacher is underway for 2025–26 to restore CTE access.|In response to identified barriers and to promote equitable access to a broad course of study, JCCS is implementing the following actions:  Continued use of Anywhere Learning Systems to provide students with access to credit recovery and a wide range of online coursework that supports progress toward graduation.  Alignment of course offerings across school sites to ensure continuity of instruction, especially for students who transition between the Court and Community Schools.  Ongoing professional development in standards-based instruction, trauma-informed care, and restorative practices to strengthen instructional quality and responsiveness to student needs.  Improved transitional supports for students both entering and exiting JCCS, including transcript reviews, Individualized Learning Plans, and coordination with home districts.  Enhanced communication across sites and staff, allowing for better planning, case management, and consistency in course access and support services.  Implementation of Positive Behavioral Interventions and Supports (PBIS) to promote a safe and inclusive learning environment.  Expansion of A-G course offerings, increasing opportunities for students to complete college-preparatory coursework while enrolled with JCCS.  These efforts reflect our commitment to ensuring that every student, regardless of background or length of enrollment, has meaningful access to a rigorous and well-rounded education.|Met||2025-06-18|2025
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, 60% 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, 60% 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||2025-06-13|2025
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 for grades TK - 5 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||2025-06-12|2025
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, Math in focus for math instruction, My World for Social Science instruction, and Mystery Science, or Elevate Science in K-5 HomeStudy, 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 in grades 6-12 are enrolled in a broad|All students were provided access to a broad course of study including connectivity and available devices for online learning.|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 if below their grade level.  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||2025-06-10|2025
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||2025-06-16|2025
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||2025-06-16|2025
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.  There are no barriers to accessing a broad course of study.|Met||2025-06-16|2025
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.|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 has developed a TK-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 TK-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, facilities offering adequate space for VAPA and PE, staffing VAPA positions due to credentialing requirements, as well as, 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.|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||2025-06-25|2025
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 support, 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 third year of focus in professional development, formative assessment, and targeted intervention in Mathematics using I-Ready, and the use of this tool in ELA will continue. -The district is in year six 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||2025-06-25|2025
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||2025-06-10|2025
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||2025-06-09|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 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 18.00 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||2025-06-10|2025
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||2025-06-17|2025
42691950000000|Goleta Union Elementary|7|Our students receive access and enrollment to a broad selection of courses. These include English, Math, Science, Social Students etc.|All students at each school site receive access and enrollment to a broad selection of courses, based upon a review of schedules.|N/A|None at this time|Met||2025-06-18|2025
42692030000000|Guadalupe Union Elementary|7|To track the extent to which all students have access to a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, GUSD uses a central student information system (Aeries SIS) to manage student demographics, class/course rosters, master schedules, daily schedules, and participation in special programs.   Additionally, school-based measures such as daily instructional schedules, course verification, and classroom observations track access to a broad course of study.|All students across all school sites and student groups have access to and are enrolled in a broad course of study.  Factors that may impact access and enrollment in a broad course include participation in daily English Language Development, based on English Language Proficiency determination and needs, as part of the reclassification process.|There are no current barriers to providing access to a broad course of study for all students.|GUSD will continue the current monitoring practices, local measures, and tools to ensure access to a broad course of study for all students.|Met||2025-06-18|2025
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. We have expanded STEAM to all 3 campuses and will be implementing iINNOVATE Skills Lab lessons for all grade levels in the 2025-26 year.|As an elementary school, 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 targeted intervention time.|There are no barriers.|N/A|Met||2025-06-09|2025
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). Based on course enrollment reports, 100% of students were enrolled in each subject area: English, Math, Science, PE, and Social Sciences, and at least one elective which may include arts, CTE, and or World Languages. 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 students were reviewed along with samples of schedules for each of our significant subgroup populations: African American, Hispanic, Foster, Homeless, LTEL, EL, and SWD.. 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 to include increased access to  A-G required courses and/or CTE Pathway completion rates.|All LUSD students have access to a broad course of study, as defined by California Education Code, with master schedule structures supporting this goal across grade spans. At the secondary level, the seven-period day enables broad course access; however, some students experience limitations. Students with IEPs may have reduced elective options if enrolled in directed studies or transition-focused courses. At Lompoc High School, students with IEPs in grades 9–10 benefit from expanded access through co-teaching models in ELA, math, and science, supporting inclusion in general education settings. English Learners and students performing significantly below grade level in English or math may have fewer elective opportunities due to enrollment in support classes.  At the elementary level, all students—including unduplicated groups and students with disabilities—access core instruction in ELA, math, science, social studies, arts, PE, and integrated health. ELD, intervention, and special education services are scheduled to minimize disruption to core instruction. Across sites, differences in elective offerings and intervention structures are noted, but all schools strive to maintain access for all student groups. LUSD continues to monitor scheduling equity and adjust practices to increase access over time.|Based on locally selected measures, LUSD has identified several key barriers that limit some students’ access to a broad course of study. A primary barrier is low academic performance upon entering high school, particularly in English and math, which often results in students being placed in multiple support or intervention classes. This reduces their ability to enroll in electives, Career Technical Education (CTE), or college preparatory courses. This issue disproportionately affects English Learners, students with IEPs, and other students performing below grade level. Another barrier is the lack of differentiated instruction within core content areas, which can lead to over-reliance on separate support classes rather than inclusive or integrated models. Additionally, limited systems for providing academic intervention outside of the school day or outside of core instructional time further restrict access. To address these barriers, LUSD is developing integrated academic support models and expanding access to extended learning opportunities through after-school and summer programs.|In response to the identified barriers limiting access to a broad course of study, LUSD has implemented several actions and is continuing to revise systems to ensure equity for all student groups. The district expanded co-teaching models in English Language Arts, mathematics, and science at both elementary and secondary levels, allowing students with IEPs greater access to general education and elective courses. LUSD is working to integrate academic support within core classes and reduce the need for separate support periods that displace electives, particularly for English Learners and students performing below grade level.  To further expand access, the district is developing a system of Extended Learning Opportunities, including after-school and summer programs, that provide intervention without compromising access to CTE, arts, or college preparatory courses. Elementary master schedules are designed to embed ELD and intervention services without pulling students from core or enrichment instruction. LUSD also continues to build staff capacity through training in Universal Design for Learning and differentiated instruction. These actions, based on schedule reviews and equity studies, aim to remove systemic barriers and increase meaningful access to a broad, well-rounded course of study for all students.|Met||2025-06-24|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 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||2025-06-18|2025
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||2025-06-23|2025
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||2025-06-17|2025
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.|At our junior high 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 in place at our junior highs. Following are the percentages of unduplicated students in Algebra 1 at each site in 2024-2025: - Lakeview JHS (17 students): 35.29% low-income, 5.88% Long Term English Learners. - Orcutt JHS (37 students): 35.14% low-income, 2.70% students experiencing homelessness.  Additionally, our junior highs have implemented co-taught core courses that include both general education and students with disabilities and are team taught by general education and Special Education teachers. Following are the percentages of students with disabilities in co-taught courses: - Lakeview JHS (9 sections): 27.3% students with disabilities - Orcutt JHS (7 sections): 25.6% students with disabilities   For reference, here are percentages of unduplicated student groups at each school:  - Lakeview Junior High (464 students): 5.60% English Learners, 5.17% Long Term English Learners, 7.54% homeless, 1.51% foster youth, 12.51% students with disabilities, 70.04% low-income  - Orcutt Junior High (477 students): 5.87% English Learners, 4.82% Long Term English Learners, 6.71% homeless, 1.05% foster youth, 14.47% students with disabilities, 52.41% low-income  As shown, Algebra 1 courses at both sites have a lower representation of unduplicated students than schoolwide.|Algebra 1 data show higher participation overall at Orcutt JHS. Not every eligible student participates, as the course presents extra work and students have the ability to wait until high school to accelerate in math. The main barrier keeping more students from participating is math achievement. Accordingly, the district has made a new adoption (to Illustrative Mathematics v.360) and instructional improvement in math a focus area.   For students with disabilities, the district is improving access to grade-level core curriculum by offering co-taught math courses at both junior high schools. In these courses, Special Education students have full access to both grade-level curriculum and appropriate support, accommodations, and modifications, etc., and because of this access these students will have a greater opportunity to reach proficiency in CAASPP math tests. Also, the new Illustrative Mathematics v.360 math curriculum has more entry points for all students as well as a robust component for Universal Design for Learning (UDL).  For junior high students, the district will restructure the master schedule in 2025-2026 to provide more time for core instruction in English, math, and science, and more time for English Language Development for English Learners. The new schedule affords longer, 62-minute class periods for English, math, and science, thereby allowing time for both the day's lesson and extra support by by the teacher following the lesson.|The Orcutt Union School District is working to improve course access through the following LCAP actions: - Action 1.1 Standards-Based Materials - Action 1.15 Co-taught Core Courses at Junior High Schools - Action 1.17 Restructure Junior High School Master Schedule (new action) - Action 1.18 Improved Differentiation and Support via Artificial Intelligence (AI) (new action) - Action 2.5 Expanded Learning Opportunities Program (ELO-P) Enrichment Programming - Action 2.6 Inclusive Practices and Universal Design for Learning (UDL)|Met||2025-06-18|2025
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 (and how many students) are represented at Orcutt Academy High School. The following are the percentages of students in each unduplicated group in 2024-2025: • Orcutt Academy HS (641 students): 1.40% English Learners, 51.01% low-income students, 0.47% foster youth, 2.03% homeless, 8.42% students with disabilities.  OAHS has an Early College Cadre that affords participating students the opportunity to take a series of on-campus and concurrent enrollment Allan Hancock College 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 three current Cadres: - Cadre 26 (25 students): 28.00% low-income students.  - Cadre 27 (27 students): 37.04% low-income students. - Cadre 28 (30 students): 33.33% low-income students.  OAHS does work to broaden access to concurrent enrollment course that deliver Hancock credit. In 2024-2025 all ninth graders took two concurrent enrollment courses: PROD 301 (Introduction to Life & Career Planning) and either EMS 102 (First Aid & Safety) or PD 101 (Success in College). OAHS has over 20 concurrent enrollment courses on its master schedule, so students have many opportunities to accrue early college credit while still in high school.|"Input from educational partners indicates the chief barrier keeping students from participating in concurrent enrollment courses is the level of rigor. College courses have rigorous expectations for student organization, student writing and presentation skills, and student 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 is improving access to grade-level core curriculum by offering co-taught courses. These courses include both general education students and students with disabilities and are 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., and because of this access these students have a greater opportunity to reach grade-level proficiency."|The Orcutt Academy is working to improve course access through the following LCAP actions: - Action 1.6 On-Site Academic Intervention • Action 1.16 Co-taught Core Courses at OAHS - Action 1.17 Opportunities for OAHS Students to Earn Early College Credit • Action 2.5 Inclusive Practices and Universal Design for Learning (UDL) - Action 5.1 Career and Technical Education (CTE) and Career Exploration Opportunities for Students|Met||2025-06-18|2025
42693100000000|Santa Maria Joint Union High|7|SMJUHSD 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 and Dual Enrollment 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 post-secondary options. Additionally, as part of our district’s commitment to continuous improvement and collective efficacy, we have partnered with Orenda to lead a curriculum alignment project aimed at strengthening instructional coherence across all grade levels. This will allow all students to achieve at higher levels.|SMJUHSD has implemented structures to ensure all students have access to a broad course of study and equitable opportunities for academic success. We offer a range of CTE programs across all school sites, providing students with opportunities to explore various career pathways. 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. EL 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 ELs, ensuring that they have access to rigorous coursework and support. The increase in co-teaching sections reflects the district's commitment to inclusive practices and meeting students' diverse needs. Through ongoing PD and collaboration as part of our CAP process, we are equipping teachers with the tools and support they need to deliver high-quality instruction to Sp Ed students so they are actively encouraged to participate in various course pathways, ensuring that they have access to a comprehensive and inclusive education. Providing transportation for students enrolled in courses at the CTE Center enhances access to specialized CTE programs and ensures that all students have the opportunity to participate in career-focused learning experiences.|SMJUHSD faces some barriers to providing a broad course of study, but we're actively working to address these challenges. Collaborating with teachers to ensure flexibility in master boards allows for better meeting the diverse needs of students. This is especially important for ELs who may require differentiated instruction and support. Recognizing the unique needs of ELs and Sp Ed students, we are working to provide appropriate support. A key component of this work that allows us to support all student groups is the implementation of five assessment cycles throughout the year, providing timely, standards-based checkpoints. Through these assessment cycles, teachers engage in structured analysis of student data within their PLCs. This has been a very structured and productive way to analyze data in a manner that is supportive and collaborative for teachers. A result of this data reflection may include specialized instruction and ongoing monitoring of progress to ensure 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.|SMJUHSD is committed to establishing effective systems, like Guidance Alignment, to support 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 an A-G course sequence. This transparent rubric allows students to understand their academic pathway and ensures that they receive the support and guidance to meet college entrance requirements. By providing counselors with the tools and resources needed to conduct these reviews and support students in meeting A-G requirements, we enhance the likelihood of student success. Timely interventions and targeted support services help ensure all students, regardless of background or ability, have the chance to achieve their goals and pursue post-secondary education.  We are prioritizing the development of infrastructure to monitor progress towards CTE pathway completion and implementing timely interventions to support students. The collaboration between the master board teams and the Sp Ed department, as well as the partnership with the EL department, are critical initiatives aimed at ensuring equitable access to A-G coursework for students. In addition, the CAP process allows us to use various collaborative sessions where teachers and Instructional Coaches can identify learning gaps, adjust instruction, and share effective strategies to support all learners.|Met||2025-06-13|2025
42693280000000|Santa Ynez Valley Union High|7|Santa Ynez Valley Union High School District uses multiple tools to track student access to a broad course of study. These include Aeries enrollment data, master schedule reports, transcript reviews, and disaggregated course enrollment by student group (including English Learners, socioeconomically disadvantaged students, and students with disabilities). The district also monitors participation in CTE pathways, dual enrollment, and A–G coursework. Locally administered surveys provide additional insight into student experiences and perceived access to academic and elective offerings. These tools help identify patterns and gaps across grade spans and student groups, including individuals with exceptional needs.|All students have access to a broad course of study that includes English, math, science, social science, visual and performing arts, world languages, physical education, CTE, and college-prep electives. Enrollment data confirm that the majority of students are participating in multiple subject areas. However, students with disabilities and English Learners are less frequently enrolled in A–G and advanced coursework. To improve access, the district has expanded co-taught courses, embedded supports, and outreach efforts. Because the district operates one comprehensive high school, differences are tracked by program and student group rather than site. Recent years have shown gradual increases in access to a wider range of coursework for underserved groups.|Key barriers include limited staffing and credential coverage in specialized subject areas, which restrict the number and variety of available course sections. Master schedule constraints and required intervention or support classes can limit elective choices for English Learners and students with IEPs. Some students and families are not fully aware of available options, including dual enrollment and CTE pathways. Transportation, time conflicts, and the need for additional academic support also contribute to challenges in ensuring all students can fully participate in a broad course of study.|The district has implemented schedule planning practices that prioritize course access, especially for students in special programs. Co-taught and guided support sections are being utilized to expand access to A–G and elective courses for students with IEPs. Dual enrollment opportunities through CCAP are increasing, with college courses embedded in the school day. Staff are improving student and family outreach through counseling, multilingual communication, and enrollment audits. The district is also exploring credentialing and staffing solutions to expand offerings in CTE and the arts. These actions aim to ensure that all students are able to engage in a full, enriching course of study regardless of background or need.|Met||2025-06-17|2025
42693360000000|Solvang Elementary|7|The District offers a robust, biliterate, and arts enriched Broad Course of Study to students that far exceeds what is prescribed by the state and in Ed Code Section 51220. Solvang School offers a Broad Course of Study including access to the core, ELD, art, music and physical education.   Solvang School is proud to report that 100% of students have access to a Broad Course of Study as measured by the master schedule and course offerings. This strategic investment creates opportunities to develop the whole child and supports unduplicated pupils. This is especially important to support the language acquisition needs of ELs, access for SED students, and inclusion for students with disabilities.   At Solvang School, all students have access to the arts, language opportunities, core instruction, and physical education. Establishing pathways in middle school for culinary arts, musical theater, journalism, band, sports and the pathway to the State Seal of Biliteracy is also a priority for the District. Additionally, the District is collaborating with the Santa Barbara County Office of Education as part of the Inclusion Network to include and support students with disabilities.|100% of students have access to and are enrolled in a Broad Course of Study as measured by the master schedule, course offerings, and class lists. There are no differences across student groups.|All students have access to a Broad Course of Study and the District continues to budget, hire, and train to ensure students continue to have access to a robust, biliterate, engaging and broad course of study. The District directly supports SED, ELs, FY, Homeless and SWD by removing local barriers to access the arts, by providing opportunities for language acquisition and inclusion activities, and by ensuring all learners have the course work they need to succeed. Solvang school will continue to offer a Broad Course of Study to promote student engagement, access to standards and electives, and cultivate lifelong learners.|Solvang School District will continue the actions that ensure students have access to a Broad Course of Study and will use data to critically examine barriers to access. The District will continue to fund, staff and support student access to the arts, extracurricular activities, CTE pathways, and of course, access to core instruction and English language development, including access to intervention and enrichment, while promoting inclusion and belonging.   Solvang School's Inclusion Team will continue to offer annual inclusion professional learning to their colleagues on early release Wednesdays and to collaborate with inclusion teams throughout the county for professional learning from SBCEO on inclusion of students with disabilities.   The Solvang School District is part of the Santa Ynez Valley Special Education Consortium and this multi district cooperative agreement has challenges. The District is working with the partner districts within the Consortium to address challenges related to services, staffing, budgets, and to reimagine the Consortium for the good of students and all partner districts.|Met||2025-06-25|2025
42693440000000|Vista del Mar Union|7|Vista's small size allows personalized tracking of all students. In addition, staff use the wellness surveys and NWEA to identify academic and social-emotional needs and provide the necessary enrichment/intervention for each student. Vista also works with the Santa Ynez Valley Special Education Consortium to ensure that a broad spectrum of services is provided to all students.|As an elementary single-school school district, there is only one campus and a small student population that allows for very intentional monitoring of student progress. Staff have worked to increase the enrichment opportunities for students by providing ceramics, videography, art, gardening, a middle school sports league, swimming, bike education, water safety and more.|Vista's small staff size limits some of the enrichment opportunities that can be provided to students. However, staff have been creative and have partnered with outside agencies to provide hands-on learning opportunities for the students to overcome this limitation.|Vista is working to increase their partnerships with outside agencies and ensure that those that are in place continue into the future.|Met||2025-06-10|2025
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 2024-25 school year gave a score of 100%.|The self evaluation tool for the 2024-25 school year gave a score of 100%. There is only one site per grade range; therefore, there are no access differences across sites. It was the determination of the district while using the self evaluation tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 12.10 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||2025-06-24|2025
42750100138891|California Online Public Schools Central Coast|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students.|Met||2025-06-10|2025
42767860000000|Santa Barbara Unified|7|Santa Barbara Unified uses several tools to monitor student access to a broad course of study across grade spans and student groups, including unduplicated students and those with exceptional needs. The Aeries Student Information System (SIS) tracks enrollment in core and enrichment courses, including Visual and Performing Arts, CTE pathways, Dual Enrollment, World Languages, and AP/IB courses, disaggregated by demographic group.  Annual course access audits and master schedule reviews ensure offerings align with grade-level expectations and that all students have equitable access. SBUSD also reviews IEPs and 504 Plans to ensure students with disabilities are placed in inclusive settings with access to the full curriculum.  In addition, MTSS data and EML Master Plan monitoring help verify that students receiving intervention or language support are not excluded from enrichment or acceleration. These processes collectively support equitable course access and inform adjustments to scheduling, staffing, and student supports.|Using data from Aeries, master schedule reviews, and course audits, SBUSD has found that most students across grade spans have access to a broad course of study that includes core content, enrichment, and college/career preparatory courses. Elementary students participate in arts, PE, and science rotations, while secondary students have access to a wide range of electives, including CTE pathways, Dual Enrollment, World Languages, and VAPA.  However, analysis reveals disparities. Emergent Multilingual Learners (EMLs) and students with disabilities are sometimes underrepresented in accelerated and enrichment courses, often due to placement in intervention or support classes. Foster youth and students experiencing homelessness show lower enrollment in advanced coursework, likely linked to mobility and inconsistent academic histories.  Site-level differences also exist, particularly in elective offerings and access to specialized programs like AVID or IB, based on staffing and school size. Progress has been made through schedule restructuring and targeted outreach, increasing inclusion of unduplicated students in VAPA and Dual Enrollment courses. Ongoing monitoring ensures continuous improvement toward equitable access.|Analysis of local data reveals several barriers that impact equitable access to a broad course of study in SBUSD. One major barrier is limited scheduling flexibility, especially at the secondary level, where intervention or ELD support classes often take the place of enrichment or elective opportunities for Emergent Multilingual Learners (EMLs) and students with disabilities.  Staffing limitations in specialized areas like VAPA, World Languages, and CTE also affect course availability at some sites, especially smaller schools with fewer elective sections. Student mobility, especially among homeless and foster youth, further disrupts consistent course enrollment, often leading to gaps in access to advanced or sequential programs. Inequities in course placement practices and limited awareness among families about available programs can create access gaps, particularly for historically underserved student groups. Transportation challenges may also limit participation in after-school or off-campus offerings.  Addressing these barriers will require continued investment in staffing, schedule redesign, expanded outreach, and inclusive placement practices to ensure all students can access and benefit from a full course of study.|In response to identified access gaps, SBUSD is implementing several actions to ensure all students have equitable access to a broad course of study. The district is restructuring master schedules to preserve elective opportunities for students enrolled in intervention or ELD support, particularly EMLs and students with disabilities. This includes integrating support into the school day without replacing enrichment courses.  SBUSD is also expanding staffing in high-demand areas such as VAPA, World Languages, and CTE to increase course offerings, especially at smaller or under-resourced schools. The district is strengthening course placement practices to ensure inclusive access to advanced and college-prep coursework, and is expanding counselor and family outreach to raise awareness of available programs.  To address mobility-related disruptions, SBUSD is enhancing case management and cross-site coordination for foster and homeless youth to support continuity in course pathways. In addition, efforts are underway to improve transportation access for students needing to travel for specialized programs. These actions reflect the district’s ongoing commitment to providing a well-rounded, equitable education for all students.|Met||2025-06-24|2025
42767866045918|Peabody Charter|7|At Peabody, all students have access to a broad course of study, which includes, but is not limited to: English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education This is verified through each grade level’s annual planning documents. Through fundraising, Peabody also employs a PE teacher to provide physical education classes; a ceramics teacher to provide visual arts (this also happens in the classroom with the general education teacher); a dance/movement teacher, and a drama teacher who provides performing arts instruction. Like the course of study offered in the classroom, these courses are provided for all students, K-6, including unduplicated student groups and individual students with exceptional needs.|All students at Peabody have access to and are enrolled in a broad course of study.|Peabody does not currently have any barriers preventing the school from providing access to a broad course of study for all students.|o assure a broad course of study, Peabody has successfully secured additional resources that have allowed the school to expand its physical education and visual and performing arts program to include actual classes in those areas. All students have access to these classes. These classes complement the visual and performing arts efforts already happening in the classroom.|Met||2025-06-18|2025
42767866111603|Santa Barbara Charter|7|The primary tool for ensuring equity in the classroom-based program is the Master Schedule.  The Master Schedule is used to ensure that students with needs that cannot always be met within the general classroom environment receive a full course of study across the curriculum. To the greatest extent possible, “pull-out” or other support services are coordinated so that there is a curricular connection to the instruction missed in the general classroom (ELA, math, science, etc.).  In addition, the Master Schedule is used to ensure that students don’t “preferentially” or inadvertently miss classroom instruction weighted toward any single content area (including PE, art, or music).|To ensure appropriate, effective, CCSS-based curriculum, Teachers Council regularly focuses on curriculum design and delivery across the grades. Math and ELA have been a primary focus since the implementation of CCSS, and our staff has focused intensively on science since 2016/17.  Teachers Council also has examined the scope and sequence of these subject areas across grades TK-8, with an emphasis on project-based opportunities and the convergence of content area concepts and skills.    In the HomeBased Partnership, parents and teachers meet to oversee a student’s individual broad course of study, as those are set and implemented individually, with coordination between the teacher and parent.|The main barriers to balancing the delivery of special needs services and access to a full course of study comes in reconciling the Master Schedule with the availability and schedule of specialists (school psychologist, counseling professional, speech therapist, occupational therapist and RTI specialists).  Space also can be a barrier for in-person services, particularly for services that require a confidential setting.|Maintain equity when planning the master schedule in the upcoming school year.|Met||2025-06-10|2025
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. Master schedule and classroom weekly plans reflect this.|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||2025-06-16|2025
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian and the teacher to ensure that students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. Counselors review each student's plans several times a year and teachers work weekly with students and families to ensure all students’ needs are served.|All OGCS students have access to, and are enrolled in, a broad course of study based on the individual needs of each student. Counselors meet with students and parents/guardians at the beginning of the year to identify student interests and educational needs. The course of study is reviewed several times a year to ensure students are on track and making educational gains.|The primary barrier is the degree of credit deficiencies with which many of our students enter and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
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 and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
42772060000000|SBE - Olive Grove Charter - Lompoc|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian and the teacher to ensure that students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. Counselors review each student's plans several times a year and teachers work weekly with students and families to ensure all students’ needs are served.|All OGCS students have access to, and are enrolled in, a broad course of study based on the individual needs of each student. Counselors meet with students and parents/guardians at the beginning of the year to identify student interests and educational needs. The course of study is reviewed several times a year to ensure students are on track and making educational gains.|The primary barrier is the degree of credit deficiencies with which many of our students enter and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
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 and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
42772140000000|SBE - Olive Grove Charter - Buellton|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian and the teacher to ensure that students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. Counselors review each student's plans several times a year and teachers work weekly with students and families to ensure all students’ needs are served.|All OGCS students have access to, and are enrolled in, a broad course of study based on the individual needs of each student. Counselors meet with students and parents/guardians at the beginning of the year to identify student interests and educational needs. The course of study is reviewed several times a year to ensure students are on track and making educational gains.|The primary barrier is the degree of credit deficiencies with which many of our students enter and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
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 and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
42772220000000|SBE - Olive Grove Charter - Santa Barbara|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian and the teacher to ensure that students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. Counselors review each student's plans several times a year and teachers work weekly with students and families to ensure all students’ needs are served.|All OGCS students have access to, and are enrolled in, a broad course of study based on the individual needs of each student. Counselors meet with students and parents/guardians at the beginning of the year to identify student interests and educational needs. The course of study is reviewed several times a year to ensure students are on track and making educational gains.|The primary barrier is the degree of credit deficiencies with which many of our students enter and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
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 and lack of foundational math skills. These barriers can make access to A-G completion unrealistic or undesirable. Additionally, OGCS currently employs no teachers with a Career-Technical Education (CTE) credential, which limits our ability to offer access to CTE pathways in house. We will be offering CTE courses in the coming school year through an external provider.|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||2025-06-12|2025
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||2025-06-18|2025
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, extracurriculars, and clubs. Student information to determine their choice(s) is gathered from students and families via surveys and then built into the school schedule in PowerSchool.|All students are enrolled in a broad course of study. 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 clubs, electives, and select their World Language option. All classes are tracked in PowerSchool.|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||2025-06-23|2025
43104390111880|Discovery Charter|7|Discovery uses teacher credentials, classroom schedules, and master schedules in PowerSchool to ensure all students are enrolled in and have access to a broad course of study. All students receive instruction in core academic subjects – Math, English Language Arts, Science, and Social Studies – as well as Visual and Performing Arts and Physical Education. Specialized instruction in Performing Arts and Physical Education is provided by credentialed specialists. This comprehensive course of study is available to all students, including those in unduplicated groups and individuals with exceptional needs. Supports and accommodations are provided as needed to ensure full participation for students with exceptional needs.   English Learners receive both Designated and Integrated English Language Development (ELD) instruction. Designated ELD offers targeted instruction aligned with each student’s English proficiency level, while Integrated ELD is embedded into daily instruction across all content areas. Additionally, an ELD Teacher on Special Assignment (TOSA) provides 1:1 and small group instruction to further personalize support and accelerate language development.  Targeted intervention is also provided for students who need additional academic support, with a strong emphasis on foundational skills in grades K-3, ensuring early and effective intervention where it is most impactful.|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.|The school offers a broad course of study that reflects our commitment to providing diverse learning opportunities for all students. Enrollment and budget directly influence staffing levels and the availability of additional courses.|Discovery will continue to offer a broad course of study during the regular school day while seeking additional opportunities to provide students with enrichment in a variety of academic areas. The school will also engage in an ongoing, data-driven reflective process to evaluate student needs and determine if any adjustments or additions to the course offerings are necessary.|Met||2025-06-25|2025
43104390113431|University Preparatory Academy Charter|7|To monitor equitable access to a broad course of study across grade levels and student groups, UPA uses a range of locally selected tools:  NWEA MAP Growth Assessments (Grades 7–9): Used to identify students who may need intervention or acceleration in English and math, ensuring proper course placement and support across all demographic groups.  PSAT 8/9 (Grades 8–9): Helps identify students—especially those from underrepresented backgrounds—who may benefit from early access to honors or AP coursework in high school.  PSAT (Grades 10–11): College Board benchmarks inform course recommendations and help identify students with potential for advanced coursework.  SAT (Grades 11–12): Used to promote post-secondary readiness and encourage college-going behaviors across all student groups, including unduplicated and special populations.  Course Enrollment and Assessment Data: Every six weeks, instructors review course-level assessments and grade data to evaluate student performance, adjust instruction, and ensure students remain enrolled in rigorous and appropriate coursework.  IEP and EL Plan Integration: For students with exceptional needs and English learners, Individual Education Plans (IEPs) and EL plans are used to guide access to general education and advanced coursework.|UPA uses several tools to ensure all students—including unduplicated pupils and students with exceptional needs—have access to a broad course of study. All students in grades 7–9 complete the NWEA MAP assessment in math and English, which helps identify those in need of additional support or accelerated placement. Students in grades 8 and 9 take the PSAT 8/9 to inform AP readiness and guide access to rigorous coursework. In grades 10–11, PSAT results, combined with teacher recommendations and grade data, are used to increase AP course enrollment, especially for students who may not self-select into advanced pathways.  Course-level assessments are reviewed every six weeks by instructional staff to evaluate student progress and adjust supports. For English Learners and students with IEPs, course access is monitored through ILPs and IEPs to ensure alignment with general education and enrichment opportunities.  Over time, UPA has seen more equitable enrollment in AP and honors courses, particularly for unduplicated students. Continued focus on data-driven placement and student support has contributed to broader access across all student groups.|UPA’s locally selected measures—including enrollment data, CAASPP results, AP exam outcomes, and course grades—reveal persistent performance gaps for unduplicated students when compared to their peers. One barrier is academic readiness: many students enter in grades 7 and 8 significantly below grade level, especially in math and English. While the NWEA MAP assessment helps place students into targeted support courses, the majority of those enrolled are unduplicated students. These courses can accelerate growth by one to 1.5 grade levels, but some students begin as much as two to four grade levels behind, which creates long-term obstacles to accessing AP-level coursework in high school.  Another key barrier is a confidence gap. Students who have struggled previously, lacked access to rigorous academics before UPA, or don’t see themselves as “AP material” often choose not to enroll in advanced courses—even when academically eligible. This self-perception limits their participation in the full breadth of UPA’s course offerings. UPA is addressing this gap through outreach, placement supports, and coaching. As a result, all students graduate having completed at least two AP courses.|In response to data indicating access and achievement gaps—particularly for unduplicated students—UPA has implemented several new actions during the 2023–2024 school year to ensure broader access to a rigorous and well-rounded course of study.  Key actions include a 7th and 8th grade bridge program to build foundational skills in math and English, and an AP Bootcamp to support first-time AP students with tools for academic success. Targeted tutoring and professional development have been added to better support unduplicated students, along with ongoing course-level assessments to monitor learning and adjust instruction in real time.  To expand opportunities across disciplines, UPA has increased AP and elective course offerings, and has invested in the expansion of visual and performing arts, student clubs, and athletics to support student interests and engagement. These steps are designed not only to promote academic achievement, but to ensure all students have access to a diverse, inclusive educational experience that prepares them for college and beyond.|Met||2025-05-18|2025
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||2025-06-11|2025
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||2025-06-18|2025
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||2025-06-11|2025
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||2025-06-11|2025
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||2025-06-11|2025
43104390123257|Downtown College Prep - Alum Rock|7|All students at Alum Rock Middle School have access to the Broad Course of Study, including electives and extended school day activities.|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.|Since DCP Alum Rock will be closing at the end of the 2025 school year, there are no further implementations or improvements|Met||2025-06-24|2025
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||2025-06-11|2025
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||2025-06-17|2025
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 ramped up in 2024-2025. As a result, our ELs and LTELs are advancing far more rapidly.|In 2024-2025 we implemented 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 has resulted in accelerated learning for our ELs and our students with disabilities. We'll continue to do same and more in 2025-2026.|Met||2025-06-24|2025
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||2025-06-11|2025
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||2025-06-11|2025
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 instruction in the core subjects (Math, English Language Arts, Science, and Social Studies), along with access to Visual and Performing Arts and Physical Education. Specialized instruction in Performing Arts and Physical Education is provided by credentialed specialists. This comprehensive course of study is available to all students, including those in unduplicated groups and students with exceptional needs. Supports and accommodations are provided as necessary to ensure full participation for students with exceptional needs.  English Learners receive both Designated and Integrated English Language Development (ELD) instruction to support language acquisition across content areas. Designated ELD is provided through targeted instruction aligned with student proficiency levels, while Integrated ELD is embedded into daily classroom instruction across all subjects. Additionally, an ELD TOSA (Teacher on Special Assignment) provides 1:1 and small group support for English Learners, ensuring that instruction is personalized and responsive to each student’s language development needs.|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.|The school offers a broad course of study that reflects our commitment to providing diverse learning opportunities for all students. Enrollment and budget directly influence staffing levels and the availability of additional courses.|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||2025-06-25|2025
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||2025-06-11|2025
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||2025-06-11|2025
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. IXL assessment data is regularly tracked to determine student progress across different subgroups. 					|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 regular English Language Development based on grade and proficiency level.  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 Science 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.					|This upcoming school year, Voices MH will be adopting a K-5 science curriculum as well as a middle school Spanish curriculum to strengthen the instructional program for all students.					|Met||2025-06-24|2025
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 regular English Language Development based on grade and proficiency level. Students engage in science and social studies texts and knowledge through English Language Arts and Spanish language arts nonfiction and fiction passages.					|Voices MP 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 Science curriculum. Challenges that we have overcome include staffing challenges. Voices MP works hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully.					|This upcoming school year, Voices MP will be adopting a K-5 science curriculum as well as a middle school Spanish curriculum to strengthen the instructional program for all students.					|Met||2025-06-24|2025
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||2025-06-11|2025
43104390135087|Opportunity Youth Academy|7|Opportunity Youth Academy students have access to and are enrolled in a broad course of study.  Local measures are in place to ensure students are making progress toward their goals. For Students with Disabilities, case managers and the program specialist are responsible to ensure students are placed in the most appropriate programming based on their needs. For students who receive English Learner (EL) services, administration and teachers ensure that identified students receive EL services, and students are assessed three times a year towards reclassification.  The school counselor ensures that all students are placed in courses that lead to a high school diploma.  Student management systems provide data-based information, and a robust system of assessment ensures student data is up to date and accurate.|All students are enrolled in a broad course of study that includes: (a) core curriculum, (b) credit recovery, (c) acceleration, and (d) electives.  All students have access to career technical education pathways and career certification.|Opportunity Youth Academy offers a Blended Learning program, providing various curricular selections (online, subject-specific supplemental materials, attendance options, and work completion options). This is so that all students have access to an academic path that will allow them to progress towards obtaining their high school diploma, regardless of their circumstance.|OYA provides a unique educational program that emphasizes core academics and college/workplace readiness. Starting in the 2023–2024 school year, OYA implemented a new online learning management system that simulates classroom instruction and offers interactive tutorials and real-time tutoring. Teachers guide students in using this system. The program blends online and in-person instruction to meet diverse student needs.  OYA offers all required courses for a high school diploma and college eligibility. English includes four years of college prep. Math options range from Pre-Algebra to Algebra II, with higher-level courses as needed. Science includes Life, Physical, Earth Sciences, Biology, Chemistry, and The Living Earth—all with lab components. Social Studies covers World and U.S. History, American Government, and Civics. AP and Honors options are available in various subjects.  Students also have access to diverse electives such as Art History, Computer Applications, Health, Fitness, Psychology, Sociology, and Visual Arts. All core courses align with California State Standards and are reviewed annually.  Most students begin OYA needing over 55 credits to graduate and average a sixth-grade reading and math level based on STAR testing. Laptops (Chromebooks) are provided to ensure access to the online curriculum at school and home.|Met||2025-06-26|2025
43693690000000|Alum Rock Union Elementary|7|Alum Rock Union School District uses a combination of systems and data sources to monitor access to a broad course of study across all grade levels and student groups. The district primarily utilizes eSchoolPlus to track student enrollment by course, grade span, and subgroup, including English Learners, students with disabilities, and foster/homeless youth. For students with IEPs, placement and access to general education content is tracked through the IEP, which outlines instructional minutes and settings. In elementary, instructional minutes define course access. At the middle school level, master schedules are designed to provide equitable access across all content areas. Our curriculum is standards-aligned and includes embedded scaffolds to support differentiation for diverse learners. Many middle schools have expanded inclusion models and utilize technology to support access and enrichment, especially for students needing intervention or acceleration.|All students in Grades 1–6 receive instruction aligned to a broad course of study, guided by state-required instructional minutes. Designated and Integrated ELD is embedded into the instructional day for English Learners. In grades 4–5, most students participate in music, choir, or instrumental programs weekly. At the middle school level, students are enrolled in standards-aligned core content, along with electives in VAPA, AVID, MESA, and STEAM. Elective offerings vary slightly by site based on staffing and space, but all schools strive to ensure access for all subgroups. CTE experiences are integrated into STEAM and AVID courses. Special education students access the core curriculum through self-contained, inclusion, or general education settings depending on need. Differentiated instruction, hands-on learning, and blended learning approaches support access. Comprehensive sexual health education is provided through health partners districtwide.|Several barriers continue to limit full access to a broad course of study. At the middle school level, the six-period schedule often limits elective options, particularly for English Learners who are scheduled into designated ELD courses. Some students face foundational skill gaps that impact access to grade-level content. Teacher credentialing and professional learning in specialized areas like STEAM and the arts remain ongoing needs. Digital equity, especially access to devices and home connectivity, continues to affect participation in tech-enhanced instruction. Additionally, the district recognizes the need for more universally designed courses to ensure access for students with diverse learning needs.|To address access barriers, the district is expanding before- and after-school opportunities for electives, including zero-period classes where feasible. A districtwide Universal Design for Learning (UDL) professional learning series is underway to support inclusive course design. In 2024–2025, a foundational literacy program will be implemented in K–2, alongside training in the Science of Reading. ELD integration across content areas remains a priority, with ongoing professional development for teachers. The LCAP also includes actions to increase access to high-interest electives and enrichment programs, particularly for ELs and students with disabilities, and to build staff capacity in differentiation, inclusive practices, and interdisciplinary instruction.|Met||2025-06-26|2025
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||2025-06-12|2025
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||2025-06-11|2025
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||2025-06-12|2025
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.  Art (Kindergarten - 1st grade) and Music (2nd - 5th grade) are 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  English Language Learners (Newcomers - Level 4 on the ELPAC) 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||2025-06-25|2025
43693850000000|Cambrian|7|The Cambrian School District (CSD) utilizes a comprehensive set of locally selected tools to ensure equitable access to a broad range of courses for all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. To monitor access, the district relies on Instructional Program Data Reports to review course offerings across grade spans and identify any equity gaps. Physical Education (PE) Minute Tracking Logs help verify that all students, including those in special education, receive the required instructional time in PE. Additionally, the PowerSchool Master Scheduling System allows staff to manage course offerings and student schedules, ensuring all students are placed in inclusive and diverse educational programs. CSD aligns its curriculum with the California Education Code. Grades 1–6 follow EC 51210, which includes ELA, math, science, social science, VAPA, PE, health, and additional studies. Grades 7–8 align with EC 51220, which includes world language, applied arts, and CTE exploration. These practices enable the district to continuously evaluate and ensure all students receive a well-rounded, equitable education.|In 2024–25, Cambrian School District (CSD) continues to provide all students with equitable access to a broad course of study aligned with California Education Code 51210 and 51220(a)-(i). At the elementary level (TK–5), students receive instruction in ELA, math, social sciences, science, visual and performing arts, physical education, health, and additional board-approved subjects. Access is verified through instructional program data, PE minute tracking, and classroom schedules, with site leaders regularly monitoring alignment and delivery to ensure consistency. For middle grades (6–8), students are enrolled in ELA/ELD, math, science, social studies, PE, VAPA, world language (Spanish), and exploratory electives aligned to CTE and applied arts. PowerSchool scheduling data confirms all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are fully included in core and enrichment programs. Supports and accommodations are embedded to meet diverse needs. The district’s analysis shows no significant disparities across sites or student groups. CSD has strengthened its monitoring systems and sustained comprehensive offerings, ensuring every student has access to a well-rounded, inclusive education.|Cambrian School District’s ongoing analysis of instructional program data, master schedules, and PE minute tracking has identified persistent barriers that limit full access to a broad course of study for a small group of students, particularly those with Individualized Education Programs (IEPs). Students in self-contained special education settings—receiving 60% or more of instruction outside general education—often face restricted access to enrichment classes such as visual and performing arts, PE, and world language due to scheduling constraints and the need for intensive support. Logistical and staffing challenges further impact inclusion efforts, including limited availability of paraeducators, coordination between general and special education schedules, and supervision during transitions. Additionally, access may be limited by resource constraints such as the need for adaptive equipment or specialized instructional supports. To address these gaps, the district is exploring co-teaching models, strategic scheduling, increased staff training, and cross-department collaboration to create more inclusive and flexible pathways into the broader curriculum for all students.|The Cambrian School District (CSD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. A major focus is revising master schedules to expand enrichment opportunities, especially in Visual and Performing Arts, and to offer electives that reflect student interests and diverse needs. These adjustments support flexible scheduling for students with IEPs receiving instruction in both general and self-contained settings.  To remove barriers, CSD provides targeted professional development in Universal Design for Learning (UDL), ELA/ELD strategies, and inclusive practices for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These trainings equip educators to deliver differentiated instruction that supports access to both core and enrichment content.  The district also offers extended learning opportunities and academic interventions based on assessment data, ensuring support without limiting access to a full curriculum. For students with significant service needs, CSD is piloting co-teaching models and expanding push-in services to promote inclusion. Progress is monitored through ongoing assessments, allowing for timely instructional adjustments. These efforts reflect CSD’s commitment to an inclusive, well-rounded education for all students.|Met||2025-06-17|2025
43693856046445|Fammatre Elementary|7|The Cambrian School District (CSD) utilizes a comprehensive set of locally selected tools to ensure equitable access to a broad range of courses for all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. To monitor access, the district relies on Instructional Program Data Reports to review course offerings across grade spans and identify any equity gaps. Physical Education (PE) Minute Tracking Logs help verify that all students, including those in special education, receive the required instructional time in PE. Additionally, the PowerSchool Master Scheduling System allows staff to manage course offerings and student schedules, ensuring all students are placed in inclusive and diverse educational programs. CSD aligns its curriculum with the California Education Code. Grades 1–6 follow EC 51210, which includes ELA, math, science, social science, VAPA, PE, health, and additional studies. Grades 7–8 align with EC 51220, which includes world language, applied arts, and CTE exploration. These practices enable the district to continuously evaluate and ensure all students receive a well-rounded, equitable education.|??In 2024–25, Cambrian School District (CSD) continues to provide all students with equitable access to a broad course of study aligned with California Education Code 51210 and 51220(a)-(i). At the elementary level (TK–5), students receive instruction in ELA, math, social sciences, science, visual and performing arts, physical education, health, and additional board-approved subjects. Access is verified through instructional program data, PE minute tracking, and classroom schedules, with site leaders regularly monitoring alignment and delivery to ensure consistency. For middle grades (6–8), students are enrolled in ELA/ELD, math, science, social studies, PE, VAPA, world language (Spanish), and exploratory electives aligned to CTE and applied arts. PowerSchool scheduling data confirms all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are fully included in core and enrichment programs. Supports and accommodations are embedded to meet diverse needs. The district’s analysis shows no significant disparities across sites or student groups. CSD has strengthened its monitoring systems and sustained comprehensive offerings, ensuring every student has access to a well-rounded, inclusive education.|Cambrian School District’s ongoing analysis of instructional program data, master schedules, and PE minute tracking has identified persistent barriers that limit full access to a broad course of study for a small group of students, particularly those with Individualized Education Programs (IEPs). Students in self-contained special education settings—receiving 60% or more of instruction outside general education—often face restricted access to enrichment classes such as visual and performing arts, PE, and world language due to scheduling constraints and the need for intensive support. Logistical and staffing challenges further impact inclusion efforts, including limited availability of paraeducators, coordination between general and special education schedules, and supervision during transitions. Additionally, access may be limited by resource constraints such as the need for adaptive equipment or specialized instructional supports. To address these gaps, the district is exploring co-teaching models, strategic scheduling, increased staff training, and cross-department collaboration to create more inclusive and flexible pathways into the broader curriculum for all students.|The Cambrian School District (CSD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. A major focus is revising master schedules to expand enrichment opportunities, especially in Visual and Performing Arts, and to offer electives that reflect student interests and diverse needs. These adjustments support flexible scheduling for students with IEPs receiving instruction in both general and self-contained settings.  To remove barriers, CSD provides targeted professional development in Universal Design for Learning (UDL), ELA/ELD strategies, and inclusive practices for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These trainings equip educators to deliver differentiated instruction that supports access to both core and enrichment content.  The district also offers extended learning opportunities and academic interventions based on assessment data, ensuring support without limiting access to a full curriculum. For students with significant service needs, CSD is piloting co-teaching models and expanding push-in services to promote inclusion. Progress is monitored through ongoing assessments, allowing for timely instructional adjustments. These efforts reflect CSD’s commitment to an inclusive, well-rounded education for all students.|Met||2025-06-17|2025
43693856046452|Farnham Charter|7|The Cambrian School District (CSD) utilizes a comprehensive set of locally selected tools to ensure equitable access to a broad range of courses for all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. To monitor access, the district relies on Instructional Program Data Reports to review course offerings across grade spans and identify any equity gaps. Physical Education (PE) Minute Tracking Logs help verify that all students, including those in special education, receive the required instructional time in PE. Additionally, the PowerSchool Master Scheduling System allows staff to manage course offerings and student schedules, ensuring all students are placed in inclusive and diverse educational programs. CSD aligns its curriculum with the California Education Code. Grades 1–6 follow EC 51210, which includes ELA, math, science, social science, VAPA, PE, health, and additional studies. Grades 7–8 align with EC 51220, which includes world language, applied arts, and CTE exploration. These practices enable the district to continuously evaluate and ensure all students receive a well-rounded, equitable education.|??In 2024–25, Cambrian School District (CSD) continues to provide all students with equitable access to a broad course of study aligned with California Education Code 51210 and 51220(a)-(i). At the elementary level (TK–5), students receive instruction in ELA, math, social sciences, science, visual and performing arts, physical education, health, and additional board-approved subjects. Access is verified through instructional program data, PE minute tracking, and classroom schedules, with site leaders regularly monitoring alignment and delivery to ensure consistency. For middle grades (6–8), students are enrolled in ELA/ELD, math, science, social studies, PE, VAPA, world language (Spanish), and exploratory electives aligned to CTE and applied arts. PowerSchool scheduling data confirms all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are fully included in core and enrichment programs. Supports and accommodations are embedded to meet diverse needs. The district’s analysis shows no significant disparities across sites or student groups. CSD has strengthened its monitoring systems and sustained comprehensive offerings, ensuring every student has access to a well-rounded, inclusive education.|Cambrian School District’s ongoing analysis of instructional program data, master schedules, and PE minute tracking has identified persistent barriers that limit full access to a broad course of study for a small group of students, particularly those with Individualized Education Programs (IEPs). Students in self-contained special education settings—receiving 60% or more of instruction outside general education—often face restricted access to enrichment classes such as visual and performing arts, PE, and world language due to scheduling constraints and the need for intensive support. Logistical and staffing challenges further impact inclusion efforts, including limited availability of paraeducators, coordination between general and special education schedules, and supervision during transitions. Additionally, access may be limited by resource constraints such as the need for adaptive equipment or specialized instructional supports. To address these gaps, the district is exploring co-teaching models, strategic scheduling, increased staff training, and cross-department collaboration to create more inclusive and flexible pathways into the broader curriculum for all students.|The Cambrian School District (CSD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. A major focus is revising master schedules to expand enrichment opportunities, especially in Visual and Performing Arts, and to offer electives that reflect student interests and diverse needs. These adjustments support flexible scheduling for students with IEPs receiving instruction in both general and self-contained settings.  To remove barriers, CSD provides targeted professional development in Universal Design for Learning (UDL), ELA/ELD strategies, and inclusive practices for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These trainings equip educators to deliver differentiated instruction that supports access to both core and enrichment content.  The district also offers extended learning opportunities and academic interventions based on assessment data, ensuring support without limiting access to a full curriculum. For students with significant service needs, CSD is piloting co-teaching models and expanding push-in services to promote inclusion. Progress is monitored through ongoing assessments, allowing for timely instructional adjustments. These efforts reflect CSD’s commitment to an inclusive, well-rounded education for all students.|Met||2025-06-17|2025
43693856046486|Price Charter Middle|7|The Cambrian School District (CSD) utilizes a comprehensive set of locally selected tools to ensure equitable access to a broad range of courses for all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. To monitor access, the district relies on Instructional Program Data Reports to review course offerings across grade spans and identify any equity gaps. Physical Education (PE) Minute Tracking Logs help verify that all students, including those in special education, receive the required instructional time in PE. Additionally, the PowerSchool Master Scheduling System allows staff to manage course offerings and student schedules, ensuring all students are placed in inclusive and diverse educational programs. CSD aligns its curriculum with the California Education Code. Grades 1–6 follow EC 51210, which includes ELA, math, science, social science, VAPA, PE, health, and additional studies. Grades 7–8 align with EC 51220, which includes world language, applied arts, and CTE exploration. These practices enable the district to continuously evaluate and ensure all students receive a well-rounded, equitable education.|??In 2024–25, Cambrian School District (CSD) continues to provide all students with equitable access to a broad course of study aligned with California Education Code 51210 and 51220(a)-(i). At the elementary level (TK–5), students receive instruction in ELA, math, social sciences, science, visual and performing arts, physical education, health, and additional board-approved subjects. Access is verified through instructional program data, PE minute tracking, and classroom schedules, with site leaders regularly monitoring alignment and delivery to ensure consistency. For middle grades (6–8), students are enrolled in ELA/ELD, math, science, social studies, PE, VAPA, world language (Spanish), and exploratory electives aligned to CTE and applied arts. PowerSchool scheduling data confirms all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are fully included in core and enrichment programs. Supports and accommodations are embedded to meet diverse needs. The district’s analysis shows no significant disparities across sites or student groups. CSD has strengthened its monitoring systems and sustained comprehensive offerings, ensuring every student has access to a well-rounded, inclusive education.|Cambrian School District’s ongoing analysis of instructional program data, master schedules, and PE minute tracking has identified persistent barriers that limit full access to a broad course of study for a small group of students, particularly those with Individualized Education Programs (IEPs). Students in self-contained special education settings—receiving 60% or more of instruction outside general education—often face restricted access to enrichment classes such as visual and performing arts, PE, and world language due to scheduling constraints and the need for intensive support. Logistical and staffing challenges further impact inclusion efforts, including limited availability of paraeducators, coordination between general and special education schedules, and supervision during transitions. Additionally, access may be limited by resource constraints such as the need for adaptive equipment or specialized instructional supports. To address these gaps, the district is exploring co-teaching models, strategic scheduling, increased staff training, and cross-department collaboration to create more inclusive and flexible pathways into the broader curriculum for all students.|The Cambrian School District (CSD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. A major focus is revising master schedules to expand enrichment opportunities, especially in Visual and Performing Arts, and to offer electives that reflect student interests and diverse needs. These adjustments support flexible scheduling for students with IEPs receiving instruction in both general and self-contained settings.  To remove barriers, CSD provides targeted professional development in Universal Design for Learning (UDL), ELA/ELD strategies, and inclusive practices for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These trainings equip educators to deliver differentiated instruction that supports access to both core and enrichment content.  The district also offers extended learning opportunities and academic interventions based on assessment data, ensuring support without limiting access to a full curriculum. For students with significant service needs, CSD is piloting co-teaching models and expanding push-in services to promote inclusion. Progress is monitored through ongoing assessments, allowing for timely instructional adjustments. These efforts reflect CSD’s commitment to an inclusive, well-rounded education for all students.|Met||2025-06-17|2025
43693856046494|Sartorette Charter|7|The Cambrian School District (CSD) utilizes a comprehensive set of locally selected tools to ensure equitable access to a broad range of courses for all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. To monitor access, the district relies on Instructional Program Data Reports to review course offerings across grade spans and identify any equity gaps. Physical Education (PE) Minute Tracking Logs help verify that all students, including those in special education, receive the required instructional time in PE. Additionally, the PowerSchool Master Scheduling System allows staff to manage course offerings and student schedules, ensuring all students are placed in inclusive and diverse educational programs. CSD aligns its curriculum with the California Education Code. Grades 1–6 follow EC 51210, which includes ELA, math, science, social science, VAPA, PE, health, and additional studies. Grades 7–8 align with EC 51220, which includes world language, applied arts, and CTE exploration. These practices enable the district to continuously evaluate and ensure all students receive a well-rounded, equitable education.|??In 2024–25, Cambrian School District (CSD) continues to provide all students with equitable access to a broad course of study aligned with California Education Code 51210 and 51220(a)-(i). At the elementary level (TK–5), students receive instruction in ELA, math, social sciences, science, visual and performing arts, physical education, health, and additional board-approved subjects. Access is verified through instructional program data, PE minute tracking, and classroom schedules, with site leaders regularly monitoring alignment and delivery to ensure consistency. For middle grades (6–8), students are enrolled in ELA/ELD, math, science, social studies, PE, VAPA, world language (Spanish), and exploratory electives aligned to CTE and applied arts. PowerSchool scheduling data confirms all students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are fully included in core and enrichment programs. Supports and accommodations are embedded to meet diverse needs. The district’s analysis shows no significant disparities across sites or student groups. CSD has strengthened its monitoring systems and sustained comprehensive offerings, ensuring every student has access to a well-rounded, inclusive education.|Cambrian School District’s ongoing analysis of instructional program data, master schedules, and PE minute tracking has identified persistent barriers that limit full access to a broad course of study for a small group of students, particularly those with Individualized Education Programs (IEPs). Students in self-contained special education settings—receiving 60% or more of instruction outside general education—often face restricted access to enrichment classes such as visual and performing arts, PE, and world language due to scheduling constraints and the need for intensive support. Logistical and staffing challenges further impact inclusion efforts, including limited availability of paraeducators, coordination between general and special education schedules, and supervision during transitions. Additionally, access may be limited by resource constraints such as the need for adaptive equipment or specialized instructional supports. To address these gaps, the district is exploring co-teaching models, strategic scheduling, increased staff training, and cross-department collaboration to create more inclusive and flexible pathways into the broader curriculum for all students.|The Cambrian School District (CSD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. A major focus is revising master schedules to expand enrichment opportunities, especially in Visual and Performing Arts, and to offer electives that reflect student interests and diverse needs. These adjustments support flexible scheduling for students with IEPs receiving instruction in both general and self-contained settings.  To remove barriers, CSD provides targeted professional development in Universal Design for Learning (UDL), ELA/ELD strategies, and inclusive practices for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. These trainings equip educators to deliver differentiated instruction that supports access to both core and enrichment content.  The district also offers extended learning opportunities and academic interventions based on assessment data, ensuring support without limiting access to a full curriculum. For students with significant service needs, CSD is piloting co-teaching models and expanding push-in services to promote inclusion. Progress is monitored through ongoing assessments, allowing for timely instructional adjustments. These efforts reflect CSD’s commitment to an inclusive, well-rounded education for all students.|Met||2025-06-17|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 24.25, where offered, 41% of 8th graders were enrolled in advanced math (no change from 23.24) and the difference between 8th grade EL4 and course enrollment was 0.2% (-1.7% difference from 23.24)  and 20% (- 21% difference from 23.24) for SED. 1.35% of students in 24.25 (+0.22% from 23.24) were enrolled in a SAI 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) is provided at all elementary schools, 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. Historically, 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, while attendance rates have improved since Covid, attendance continues to be lower than pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students.|CUSD continues to develop models to allow ELs access to electives and ELD, and enrollment in 8th grade advanced math and SAI ESN classrooms is monitored. In 24.25, schools tested schedules that allowed for intervention outside of core content time. At the middle school level, CUSD focused on collaboration and partnership between classroom and special education teachers to maximize student time spent in general education and with grade level peers. In addition, CUSD provided ongoing professional development in the areas of inclusion and equity. In response to feedback, CUSD reviewed the SST process, resulting in the launch of Student Improvement Plans and Coordination of Services Teams for 25.26 as well as improvements to our SST for ELs process. Collaboration with Non Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To reduce absenteeism, sites work with families to support attendance, and rates increased nearly one percent from 22.23, demonstrating the impact of outreach and monitoring. For 25.26, 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||2025-06-26|2025
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 needed for UC/CSU eligibility, career technical education (CTE) courses, Advanced Placement (AP) or International Baccalaureate (IB) courses, and community college courses. Counselors ensure students have a graduation plan, conduct analyses of schedules and course completion, review mark analysis reports, 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 student progress toward meeting graduation and A-G subject area requirements. Advancement via Individual Determination (AVID) Coordinators conduct an analysis each year to ensure that underserved student groups are being targeted. CUHSD is training its counselors on how to utilize the California College Guidance Initiative (CCGI), which includes career interest assessments, tools to monitor A-G progress, financial aid forms and support, and tools to complete UC/CSU applications.|CUHSD’s graduation requirements are in alignment with the A-G requirements, with some exceptions for special education courses and credit recovery courses at the continuation high school. On average, students at one of CUHSD’s six high schools took 5.1 A-G eligible courses during the 2024-2025 school year. There was a slight range of 5.0 at Boynton, Prospect, and Westmont High to 5.2 at Leigh High. There were differences across student groups, with Hispanic/Latinx (4.8), English learners (4.5), students with disabilities (2.7), and socioeconomically disadvantaged students (4.8) enrolled in fewer. All comprehensive high schools offer Advanced Placement (AP) courses, and Del Mar High School offers International Baccalaureate (IB) courses; 38% of comprehensive high school students were enrolled in at least one of these classes. There was a range across schools from 30% at Del Mar High School to 43% at Leigh High School. Hispanic/Latinx students (21%), American Indian/Native American (35%), Black/African American (26%), English learners (5%), students with disabilities (7%), and socioeconomically disadvantaged (25%) 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, 44% of students took one or more CTE courses. Participation across schools ranged from 34% at Del Mar High to 75% at Boynton High|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 and our Senior Coordinator of College and Career are partnering with West Valley College to provide Dual Enrollment college and high school credit courses that support students in their transition to post-secondary education.|Met||2025-06-26|2025
43694190000000|Cupertino Union|7|Annually, CUSD reviews middle school course schedules and enrollment, instructional minutes across TK-8 campuses, and Art/Music opportunities across our elementary campuses. Additionally, we collect feedback from principals, school staff, students, parents and the Board of Trustees. Together, this information allows us to track the extent to which all students have access to and are enrolled in a broad course of study. We review this information for all students and for student groups as outlined in our LCAP. We take a close look at our English Learners and our Students with Disabilities in this process.|CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and supportive learning experiences. The District has aligned all schedules at the 5 middle schools within the district.  The number of electives offered to students are based on the priorities defined by the CUSD Board of Trustees: Offer equitable learning time spent in core courses; Provide equitable planning time for teachers; Expand electives so that 7th and 8th-grade students can choose a second elective; Establish a Social-Emotional Learning (SEL) class to help students feel connected and supported at school; Schedule intervention/support during the school day, not only during zero period. CUSD established consistent District middle school schedules for 2023-2024 and increased options (5 of the 5 schools) for English Learners and Students with Disabilities to attend a 7 period day so that they can access electives without a requirement to enroll in zero period. This also includes students taking reading/math intervention classes. These students also may select an elective that is not zero period.   The schedules at all 5 middle schools remained the same as described for the 2024-2025 school year.  At our elementary school sites, we expanded arts and music offerings with new state Prop 28 funds as well as donations from the Cupertino Educational Endowment Foundation (CEEF) and District funds. In 2024-2025, we completed the expansion of music TK-5 at all sites.|Barriers that we are working to overcome include: Variations in parent donations across the elementary sites which impacts the frequency of enrichment lessons; Variations in parent donations across the middle school sites which impact available funding for supplementary materials.|"CUSD established consistent District middle school schedules and increased options (5 of the 5 schools) for English Learners and Students with Disabilities to attend a 7 period day so that they can access electives without a requirement to enroll in zero period. This also includes students taking reading/math intervention classes.  We continued to provide support and coaching to middle school leaders to develop the two elective 6th grade experience at their sites during the 2024-2025 school year.  We are also convened all District departments to participate in the elective expansion process for sixth grade students.  For the 2025-2026 school year all 6th, 7th, and 8th grade students will attend a 7 period school day at all 5 middle schools.  This will allow students to take more than one elective as well as allowing English Learners, Students with Disabilities, and Intervention students to enroll in an elective during the school day.  At our elementary school sites, we expanded arts and music offerings with state Prop 28 funds as well as donations from the Cupertino Educational Endowment Foundation (CEEF) and District funds. Additionally, the District expanded intervention services in reading and mathematics. All sites offered reading intervention and all sites that met our ""higher needs"" criteria were allocated additional intervention support in mathematics."|Met||2025-06-12|2025
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 1023 grade 11 English Language Learner students last year. 35.6% of these students accessed a 3rd year of Math, 42.8% accessed the 3rd year (11th grade) English course, and 28.2% 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. 22.5% of our English Language learners are accessing at least one Advanced Placement or International Baccalaureate course which is an improvement compared to last year. 36.1% of our Students with Disabilities access general education courses for 80 or more percent of their day.|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||2025-06-17|2025
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 ensure 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 enrollment 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 has taken 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 third school year. Escuela Popular will enhance existing pathways in digital literacy and introduce new pathways in areas such as child development, etc. These initiatives aim to provide students with diverse and robust career-focused learning opportunities|Met||2025-06-16|2025
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||2025-06-12|2025
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||2025-06-18|2025
43694270130856|Luis Valdez Leadership Academy|7|All students enrolled in the LEA Luis Valdez Leadership Academy have access to and are enrolled in a broad course of study based on their respective grade level and the necessary courses needed to fulfill the graduation requirements. This board course of study includes A-G approved courses and A-G requirements. We utilize the student information system, PowerSchool, to track courses students are enrolled in (historical and current), grade and credit completion of all courses and utilized for appropriate course sequence and course 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 historical course enrollment. Addtionally, Academic Counselors are assigned a caseload of students, of which they use a 4-year planner to track and monitor 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. All students have access to a broad course of study that includes the full range of A-G approved courses, Advanced Placement courses and Dual Enrollment courses (as offered in partnership with a local community college). Additionally,  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 (ELD). Students in need and enrolled in a Designated ELD course may be limited to take an elective course due to the number of course periods offered during the full school day. Additionally, using our Student Information System, PowerSchool, which is a highly used and an 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 information needed to identify students with individual needs, while maintaining access to the broad course of study. All Luis Valdez Leadership Academy students have access to the broad course of study.|Our student information system, Powerschool, serves as a reliable tracking and monitoring tool. With our student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers which prevent us from offering all students enrolled in the LEA Luis Valdez Leadrship  Academy access to a broad course of study. While it is not a barrier to offering a broad course of study, we must occasionally address ways to support students who are new to a USA school, as well as students who transfer from another school and are credit deficit. Nonetheless, we are able to address ways to ensure they are taking courses needed to meet the graduation requirements and have access to all courses. Additionally, we respond to the number of sections and possible new sections offered based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interests, inform our master schedule of course offerings. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses, Advanced Placement and Dual Enrollment courses offered at the LEA, Luis Valdez Leadership Academy.|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  Status to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria. Additionally, the short-term English Learners have been enrolled in a Designated ELD course aligned to their current English acquisition level to support their academic success as they access and complete a broad course of study. We continue to respond to student’s interest and continue to explore and aim to add Advanced Placement courses, adding to our broad course of study, of which all students have access to.|Met||2025-06-18|2025
43694270131995|B. Roberto Cruz Leadership Academy|7|All students enrolled in the LEA B. Roberto Cruz Leadership Academy have access to and are enrolled in a broad course of study based on their respective grade level and the necessary courses needed to fulfill the graduation requirements. This board course of study includes A-G approved courses and A-G requirements. We utilize the student information system, PowerSchool, to track courses students are enrolled in (historical and current), grade and credit completion of all courses and utilized for appropriate course sequence and course 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 historical course enrollment. Additionally, Academic Counselors are assigned a caseload of students, of which they use a 4-year planner to track and monitor 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. All students have access to a broad course of study that includes the full range of A-G approved courses, Advanced Placement courses and Dual Enrollment courses (as offered in partnership with a local community college). Additionally,  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 (ELD). Students in need and enrolled in a Designated ELD course may be limited to take an elective course due to the number of course periods offered during the full school day. Additionally, using our Student Information System, PowerSchool, which is a highly used and an 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 information needed to identify students with individual needs, while maintaining access to the broad course of study. All RCLA students have access to B.Roberto Cruz Leadership Academy's broad course of study.|Our student information system, Powerschool, serves as a reliable tracking and monitoring tool. With our student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers which prevent us from offering all students enrolled in the LEA B. Roberto Cruz Leadership Academy access to a broad course of study. While it is not a barrier to offering a broad course of study, we must occasionally address ways to support students who are new to a USA school, as well as students who transfer from another school and are credit deficit. Nonetheless, we are able to address ways to ensure they are taking courses needed to meet the graduation requirements and have access to all courses. Additionally, we respond to the number of sections and possible new sections offered based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interests, inform our master schedule of course offerings. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses, Advanced Placement and Dual Enrollment courses offered at the LEA, B.Roberto Cruz Leadership Academy.|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 eligibility criteria. Additionally, the short-term English Learners have been enrolled in a Designated ELD course aligned to their current English acquisition level to support their academic success as they access and complete a broad course of study.|Met||2025-06-18|2025
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||2025-06-11|2025
43694274330668|Latino College Preparatory Academy|7|All students enrolled in the LEA Latino College Preparatory Academy have access to and are enrolled in a broad course of study based on their respective grade level and the necessary courses needed to fulfill the graduation requirements. This board course of study includes A-G approved courses and A-G requirements. We utilize the student information system, PowerSchool, to track courses students are enrolled in (historical and current), grade and credit completion of all courses and utilized for appropriate course sequence and course 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 historical course enrollment. Addtionally, Academic Counselors are assigned a caseload of students, of which they use a 4-year planner to track and monitor 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. All students have access to a broad course of study that includes the full range of A-G approved courses, Advanced Placement courses and Dual Enrollment courses (as offered in partnership with a local community college). Additionally,  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 (ELD). Students in need and enrolled in a Designated ELD course may be limited to take an elective course due to the number of course periods offered during the full school day. Additionally, using our Student Information System, PowerSchool, which is a highly used and an 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 information needed to identify students with individual needs, while maintaining access to the broad course of study. All Latino College Preparatory Academy students have access to the broad course of study.|Our student information system, Powerschool, serves as a reliable tracking and monitoring tool. With our student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers which prevent us from offering all students enrolled in the LEA Latino College Preparatory Academy access to a broad course of study. While it is not a barrier to offering a broad course of study, we must occasionally address ways to support students who are new to a USA school, as well as students who transfer from another school and are credit deficit. Nonetheless, we are able to address ways to ensure they are taking courses needed to meet the graduation requirements and have access to all courses. Additionally, we respond to the number of sections and possible new sections offered based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interests, inform our master schedule of course offerings. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses, Advanced Placement and Dual Enrollment courses offered at the LEA, Latino College Preparatory Academy.|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  Status to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria. Additionally, the short-term English Learners have been enrolled in a Designated ELD course aligned to their current English acquisition level to support their academic success as they access and complete a broad course of study. We continue to respond to student’s interest and continue to explore and add Advanced Placement courses, adding to our broad course of study, of which all students have access to.|Met||2025-06-18|2025
43694274330676|San Jose Conservation Corps Charter|7|All students at SJCCCS have access to the same broad course of study. SJCCCS's graduation requirements exceed the state minimum standards and promote an emphasis on core academics as well as career exploration. Students with special needs receive additional academic support in an integrated setting. English learners find a blend of ELD targeted classes as well as integrated English language classes.|As a single site LEA and a small school, there are no differences across student groups in the access they have to a broad course of study. SJCCCS utilizes a master scheduling system and supplemental curriculum through online learning platforms in order to offer additional classes not included in the master schedule. These supplemental classes are taught by our credentialed teachers.|There are no barriers that the LEA has to providing access to a broad course of study for all students.|SJCCCS recently updated its petition to include the use of Edgenuity in order to expand access to A-G aligned coursework for students who are academically capable and express an interest in matriculating directly into a four-year university. There have been no other significant changes to our course offerings which focus on credit recovery and core academics for our adult learners.|Met||2025-06-26|2025
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 ensure 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 third 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||2025-06-16|2025
43694350000000|Evergreen Elementary|7|The Local Education Agency (LEA) uses several tools to ensure all students access a broad, comprehensive course of study. PowerSchool helps create student schedules aligned with academic needs. Destiny manages physical textbooks approved by the board and aligned to Common Core, providing consistent instructional materials.  Digital curriculum is delivered via the Clever platform, supporting diverse learning styles and equitable access. iReady serves as a universal screener and identifies students for accelerated pathways, enabling tailored instruction.  For English learners and reclassified students, Ellevation tracks progress and offers targeted strategies for teachers and staff. Special Education classrooms receive age-appropriate, standards-based core curriculum to ensure rigorous, meaningful learning for all students.  Through these tools, the LEA commits to equitable access and quality education for every student.|The Local Education Agency (LEA) offers diverse programs across schools to meet students’ varied needs. Select elementary schools provide a two-way bilingual Spanish-English dual immersion program to promote bilingualism and biliteracy. Some use a wall-to-wall Project Based Learning (PBL) model to foster critical thinking. The Sobrato Early Academic Language (SEAL) program supports early language development, and in 2025–26, the district will launch a Visual and Performing Arts Academy (VAPA).  At the middle school level, electives vary by site. Two schools offer wall-to-wall PBL, creating inquiry-driven learning communities.  Despite program differences, all schools maintain comprehensive programs serving all students. As an open enrollment district, families can choose schools matching their child’s learning style.  This flexible structure highlights the LEA’s commitment to equitable, engaging education tailored to every student.|The Local Education Agency (LEA) faces barriers in providing all students access to a broad course of study. A key challenge is the limited availability of credentialed teachers in some subjects, restricting course variety. Credentialing requirements and staff shortages reduce elective options. Declining enrollment in certain courses also creates budget pressures, leading to cuts when student interest is low. Additionally, prioritizing academic intervention courses to address achievement gaps can limit access to electives. Addressing these challenges requires collaboration among administrators, teachers, students, and community partners. Through creative solutions like alternative credentialing, flexible scheduling, and equitable resource allocation, the LEA aims to ensure all students access a broad, inclusive, and enriching curriculum supporting their diverse interests and growth.|The Local Education Agency (LEA) is committed to ensuring all students access a broad, comprehensive course of study. Key actions include researching and applying effective differentiation strategies to meet diverse student needs with engaging, tailored instruction. The LEA emphasizes best teaching practices by delivering high-quality core instruction while integrating innovative, interdisciplinary learning to develop creativity and critical thinking. Additionally, the LEA advocates for equitable resource allocation to support a balanced curriculum of rigorous academics and diverse electives. These efforts promote equity, diversity, and excellence, preparing all students for success in college, careers, and life within an inclusive environment.|Met||2025-06-30|2025
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, and College Connection Academy continues to be in partnership with Eastside Union High School District. 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.|Though we have seen decreases in chronic absenteeism rates, FMSD continues to identify this as a barrier for providing comprehensive access to core curriculum and board course of study.  However, with our weekly attendance meetings in place, we anticipate being able continue seeing declines in absenteeism rates.|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 future years. 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.  We also developed a Literacy Task Force to ensure that we continued to follow our literacy plan, and developed cohesive learning opportunities for teachers.  We look forward to expanding this practice in the future into other content areas such as math, art, and science.|Met||2025-06-24|2025
43694500113662|Voices College-Bound Language Academy|7|Voices Flagship: College-Bound Language Academy uses a combination of locally selected tools and measures to track student access to and enrollment in a broad course of study across grade spans and student groups. These include internal master schedules, course enrollment data, and student information system reports that disaggregate participation by grade level, English Learners, students with disabilities, and socioeconomically disadvantaged students. Additionally, we conduct regular internal audits to ensure all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to core academic subjects as well as enrichment opportunities such as the arts, sports, STEM, and dual-language instruction. These tools help us monitor and adjust course offerings to meet the diverse needs of our student population.					|Using course enrollment data and internal scheduling audits, Voices Flagship: College-Bound Language Academy has determined that all students, including English Learners, students with disabilities, and socioeconomically disadvantaged students, have equitable access to a broad course of study. Data shows consistent access across all grade levels at our school site, with no significant disparities identified between student groups. Over time, we have expanded access to enrichment and intervention programs, particularly for students with exceptional needs, and continue to monitor enrollment patterns to ensure inclusive participation and equitable opportunities for all learners.					|While all students at Voices Flagship: College-Bound Language Academy currently have access to a broad course of study, several barriers impact our ability to fully expand and deepen that access. Staffing limitations, particularly in specialized areas such as the arts and special education, can affect the consistency and variety of offerings. Limited funding also poses a challenge in expanding enrichment programs and ensuring smaller class sizes for targeted support. Additionally, scheduling constraints sometimes make it difficult to provide intervention and enrichment without pulling students from other core or elective classes. These barriers are being addressed through ongoing recruitment efforts, strategic use of resources, and continuous evaluation of the master schedule to maximize student access and instructional time.					|In response to identified barriers, Voices Flagship: College-Bound Language Academy is implementing several key actions to ensure all students have equitable access to a broad course of study. We are prioritizing the recruitment of credentialed and specialized staff to expand course offerings and support diverse learner needs. Additionally, we are refining our master scheduling process to reduce conflicts between intervention and enrichment programs, ensuring students do not have to choose between core instruction and additional support or electives. To address funding limitations, we are pursuing additional grants and increasing community partnerships to sustain and grow enrichment opportunities. These efforts reflect our commitment to providing a well-rounded, inclusive educational experience for all students.					|Met||2025-06-24|2025
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||2025-06-11|2025
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||2025-06-11|2025
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||2025-06-12|2025
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||2025-06-18|2025
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 student- centered 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||2025-06-17|2025
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.  With the addition of middle school electives in the 2024-25 school year, and with the infusion of Prop 28 funding, schools have also used student and parent surveys, as well as teacher feedback, to determine which elective offerings should continue and which electives may be added or eliminated. 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, Physical Education, and a variety of elective classes. Those electives include Advancement Via Individual Determination (AVID), student leadership, music at all three middle schools. Each middle school has offered other, additional elective courses, based on teacher credentials; only one school (Solorsano Middle School) was able to offer STEAM, art and theater; another school (Brownell Middle School) offered Math & Art Games, Film Appreciation, Athletics, and Teen Life, while the third middle school (South Valley Middle School) was offering American Sign Language, Spanish, Marine Science, and Percussion.   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 continued its culinary CTE elective course during the 2024-25 school year thanks to a partnership between GUSD and a Community Based Organization. This culinary academy will continue in the 2025-26 school year at the continuation high school, thanks to the Equity Multiplier Funds. The continuation high school was also able to provide CTE courses to a few students at the Silicon Valley CTE Center.|Gilroy Unified has improved in the area of providing access to a broad course of study, thanks to the added middle school electives, continued partnership with a Community Based Organization to provide a CTE course at the continuation high school, and Prop 28 Arts Funding. Additionally, GUSD continued to expand after school enrichment opportunities and now provides a traveling itinerant arts teacher at the elementary sites. While GUSD continues to expand the arts program, one of the main barriers to providing a robust, diverse course offering to students is declining enrollment and hiring the appropriately credentialed teachers to teach the specified courses.|The District provides access to the Visual and Performing Arts (VAPA) standards at all grades.   All 2nd, 3rd, 4th and 5th graders receive weekly instruction in Arts or STEAM Enrichment.  The Arts Enrichment themes are the following:  Performing Arts, Visual Arts and Music.   Kindergarten and 1st graders had the opportunity to participate in two rounds of theater art enrichment during the school day.  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. Family engagement opportunities were expanded to offer art experiences in the evening.  As previously mentioned, middle schools have changed their bell schedule and now provide a wide variety of elective courses to its students. The district will continue to support middle schools with their elective course offerings. At the high school level, the District has implemented (and will continue providing) credit recovery classes at each site to support students struggling to meet the A-G default requirements. Students can take these courses in addition to their regular coursework, allowing for a seven period day option.  Each comprehensive high school will continue providing students the option of a seven period day in order to provide the opportunity to remain in a CTE or VAPA pathway for all four years and meet all other graduation requirements.|Met||2025-05-29|2025
43694840123760|Gilroy Prep (a Navigator School)|7|Navigator Schools uses a locally developed instructional rubric to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study aligned to state standards across grade spans. This rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and instructional time is appropriately distributed. Data is one of Navigator's five compass points, underscoring its importance to the organization and the staff. Student data is reviewed regularly at multiple levels. Teachers examine data daily to inform and adjust instruction. Coaches and teachers meet weekly in one-on-one sessions to review student progress, and grade-level teams meet monthly to analyze trends and plan next steps. Data is also disaggregated by subgroup to ensure equity in access and outcomes. It informs the formation of small instructional groups and supports placement in intervention academies. These practices help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|The educational model at Navigator Schools is intentionally designed to ensure that all students have access to, and are enrolled in, a broad course of study across all school sites. Students receive equal instructional time in English Language Arts and Mathematics, with additional core instruction in Science, History/Social Studies, and Physical Education. Enrichment offerings such as performing arts, visual arts, and other exploratory classes are embedded throughout the week to support a well-rounded educational experience.|Navigator’s instructional model ensures that all students have access to a broad course of study, including core academic subjects and enrichment opportunities. Students engage in a balanced weekly schedule that includes English Language Arts, Math, Science, Social Studies, Physical Education, and a range of enrichment activities such as performing and visual arts. While the core program is delivered consistently across all sites, expanding access to extracurricular offerings—such as music, band, and other specialized electives—remains a challenge. One of the primary barriers is limited facility space, which constrains the ability to schedule and support additional programs beyond the core instructional day. This limitation impacts the range of enrichment opportunities that can be offered, particularly those requiring dedicated or flexible learning environments. Navigator continues to explore creative scheduling and long-term planning solutions to increase student access to a wider array of learning experiences.|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||2025-06-09|2025
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. 100% of Lakeside students access the vernal education, full inclusion classroom as per their IEP 9if SWD), and 100% of all students attend the Enrichment Classes of art, music, garden, science, and physical education.|"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 included 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||2025-06-25|2025
43695000000000|Loma Prieta Joint Union Elementary|7|All students (K-8) in our district take the local assessment (iReady) two times per year in English and Math.  We reduced the number of times in an attempt to reduce testing fatgiue throughout the year.  Also, we have added the DIBELS assessment in ELA for grades K-5.  This assessment is much more targeted on the 5 Pillars of the Science of Reading.  With adoption of our new math curriculum in 25-26, our students in elementary will take the mCLASS throughout the year to help us target instruction.  All middle grade 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 art, 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 elective. 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||2025-06-11|2025
43695180000000|Los Altos Elementary|7|We report on this annually as required in our district's LCAP.   We utilize our student information system to track student participation in a broach course of study.|100% of students have access to a broad course of study as reported in our district's LCAP.|N/A|N/A|Met||2025-06-02|2025
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||2025-06-04|2025
43695340000000|Los Gatos-Saratoga Union High|7|The district reviewed course offerings, student enrollment records, and transcripts from the Class of 2024.|Students at both schools have access to a large array of courses, both in options to fulfill graduation requirements and in elective programs. Students must complete 220 credits to earn a diploma, but the district’s 7-period schedule allows for all students to complete up to 280 credits within the school day. The district also awards credits for a variety of athletic and co-curricular activities that meet outside the 7-period day, further expanding the number of courses a student could take. SHS students take an average of 6.3 classes per year, while LGHS students take an average of 6.0 classes per year.  The district offers honors-level courses in all disciplines, 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.  LGHS offered four language programs during 2024-25: Spanish, French, Japanese, and Chinese. SHS offered three: Spanish, French, 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.|At LGHS, teacher willingness to teach during Period 7 limits the course options available during that period, which in turn limits the combination of classes a student might take. More than 50 percent of LGHS students compete in interscholastic athletics, which often deters them from taking a Period 7 class and therefore limits the breadth of study they take. In some cases, physical space or a limited number of sections creates waiting lists for some courses and programs.  At SHS, declining enrollment has threatened the viability of some programs and resulted in the closure of others (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 Art 2, Art3, Art 4H, and AP Art into one section). 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||2025-06-16|2025
43695420000000|Luther Burbank|7|All students in grades TK–8 at our school have access to a comprehensive course of study. We continuously collaborate with teachers and staff to enhance the quality of instruction provided to every student. Our efforts are especially focused on meeting the diverse needs of all student groups, with particular attention to those with the highest needs.|Our single-school district provides all students with a high-quality, equitable course of study that is regularly reviewed and approved by our Curriculum and Leadership Committee. In middle school, students have the opportunity to enroll in school-wide courses as well as electives of their choice.|We continue to refine our instructional techniques, including small-group targeted instruction and other research-based practices. While we have a guaranteed and viable curriculum in place, its implementation varies across the school. Another challenge is finding common time for teachers to engage in research-based professional development and collaborate effectively. Moving forward, we aim to develop a more systematic approach to our instructional model and curriculum delivery.|The recent hire of a Language and Literacy Teacher on Special Assignment will support small-group intervention, and the implementation of an intensive Reading Intervention program aimed at accelerating student progress. Additionally, Luther Burbank is revamping its afterschool program to serve as an extension of the school day. This program will incorporate school-wide academic practices such as dedicated reading time, completion of iReady pathway lessons, and skill-building activities, alongside enriching opportunities in the arts, music, and sports. Luther Burbank also plans to implement Academic Data Talks and develop pacing guides, which will be central to teachers’ work. Moving forward, we are committed to establishing a more systematic instructional model and curriculum delivery by engaging in a series of professional development sessions focused on Universal Design for Learning (UDL) and the English Learner Roadmap (EL Roadmap).|Met||2025-06-24|2025
43695750000000|Moreland|7|Moreland School District uses master schedules, course rosters, site-level elective offerings, and student enrollment data disaggregated by grade span, unduplicated student groups, and students with exceptional needs to monitor access to a broad course of study. Principals annually review course availability in core content areas (ELA, math, science, social studies), visual and performing arts, PE, SEL, and enrichment electives. Additionally, program audits and teacher assignments are analyzed to ensure compliance with standards and equitable course access.|All students in Moreland School District have access to a broad course of study aligned with state standards. Students in TK–5 receive instruction in all core subjects, PE, visual/performing arts, and science. At the middle school level, students access core academic subjects along with a wide range of electives such as instrumental music, engineering, world languages, and media arts. Disaggregated data shows strong access across student groups, though students with IEPs or in intervention support may have fewer elective choices depending on their support needs. No significant disparities across school sites were identified, and progress has been made through staffing adjustments to ensure course equity.|Barriers to full access include limited staffing in specialized areas (e.g., music, world languages), scheduling conflicts for students requiring intervention or support services, and facilities constraints at certain sites. For students with exceptional needs, the requirement to provide specialized instruction or services during elective blocks can impact access to enrichment. Additionally, budget limitations can affect the ability to expand elective offerings or pilot new course options districtwide.|To address these barriers, the district has invested in expanding elective staff positions using a blend of general funds, Title IV, and Prop 28 funds. The music program has grown significantly, and social-emotional learning was expanded through adoption of Character Strong for grades 3–8. The district is also refining its scheduling processes to protect elective time for students receiving interventions. Long-term facilities planning includes evaluating how to better support a broader range of courses at all sites. Site teams are also engaged in annual equity reviews to ensure that access to enrichment and electives is inclusive and intentional.|Met||2025-06-24|2025
43695830000000|Morgan Hill Unified|7|In MHUSD, enrollment is open and heterogenous in courses. All courses of choice including College Prep, Advanced, Honors, College Board AP, Career Technical Education, and CCAP Dual Enrollment including elective courses, are monitored by enrollment demographics via Aeries Analytics Student Information System, DataZone, internal analysis, and in high school via Equal Opportunity Schools. Further analysis of these courses have also been included in Themed Study Sessions for the Board of Education where information on student groups including socioeconomically disadvantaged, racial/ethnic groups, Students Identified as English Learners, Students with Disabilities, grade levels, among others is disaggregated. For students currently in elementary school, the district uses internal dashboards and platforms to measure/track student enrollment and performance outcomes in various subjects including reading/mathematics that also inform School Plans for Student Achievement and Professional Learning Team conversations. These platforms include iReady (K-12), Literably, 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 also monitors inclusion opportunities districtwide and these addressed as they come to light; he district is currently in year 4 of this program with expansions coming.|High school courses are aligned to UC/CSU a-g entrance requirements and are open enrollment; over the last 4 years, there has been a nearly 90% increase in students taking AP exams with growth in student pass rates, and 124% increase in students completing CTE pathways. For grad requirements, students who earn a HS diploma complete coursework in History/Social Science, English, Math, Science, World Languages, Visual/Performing Arts, and electives. Schools offer a variety of AP and Dual Enrollment courses. MHUSD partners with EOS to increase enrollment in AP courses, particularly among student groups that are historically underrepresented in advanced courses/postsecondary study. This has allowed more students to participate, and the AP Capstone Diploma Program, now in its 4th year, encourages more students to enroll. Furthermore, Dual Enrollment has expanded to over 600 students. In middle school, students are prepared for the high school coursework. Special Education Program Indicators demonstrate a need for continued growth in inclusion opportunities—a growth we continue to see at the elementary level through targeted inclusion and co-taught classes at the secondary level. Participation/student outcomes are monitored to better understand student need/educator support. The additional period in high school has allowed students who are historically 'boxed' in with certain course requirements to expand their options and broaden the scope of course options available each year.|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 and biology), 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. However, the additional period in high school has helped reduce this constraint significantly although some students remain limited due to the number of courses they need to remediate. Regardless, access for all is available. 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.|While additional opportunities in a broader course of study have been created, there is continued need for growth; more specialized courses such as dual enrollment, AP, CTE, visual/performing arts (choir, theatre, dance), among others were added in recent years. Further, in HS, we are entering year 4 of a 7th period day for students that has eliminated many of the constraints of a traditional 6th period day, and increased student choice/ support that can be provided within the school day. In grades K-5, ‘Specials’ were implemented so students take VAPA, PE, music, and other opportunities during the school day and allow teachers planning time to work on curriculum alignment, etc. Middle school added a handful of new course electives. PD districtwide focuses on PLTs/PLCs that enhance student supports and ensure everyone learns at high levels and are prepared to take rigorous/broad coursework. MHUSD continues to work diligently toward creating a true MTSS, and a newly adopted and approved EL Plan for Success will help address areas of focus for students learning English. Lastly, high school graduation requirements are aligned to UC/CSU a-g entrance requirements, dual enrollment options via a CCAP agreement with the local community college has expanded course offerings by at least 5 courses for next school year (with additional university opportunities to come for 2025-26), and CTE pathways/courses have expanded to include additional sections to meet growing student demand.|Met||2025-06-24|2025
43695836118541|Charter School of Morgan Hill|7|Being a single school site, it is easy to track the access and enrollment of students in courses. All students have access to the curriculum offered at CSMH and this data is available in School Pathways, a Student Information System. Besides the core curriculum (math, social studies, science, and language arts), all students received instruction in Spanish and physical education taught by instructors who specialize in these areas. CSMH has developed an inclusion program for our students with exceptional needs.|CSMH's charter document clearly outlines the broad course of study that all students have access to and can be found on its website (www.csmh.org).|Currently, there are no identified barriers. CSMH provides access to a broad course of study for all students.|CSMH currently provides access to a broad course of study for all students.|Met||2025-06-09|2025
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 2024-25 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 2024-25 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 2024-25 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 begin in August 2025 with schedules that offer a broad course of study at elementary and middle schools.  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 Staff will work to add an additional World Languages offering in the 2026-27 school year.|Met||2025-06-12|2025
43696090000000|Mountain View-Los Altos Union High|7|As part of our commitment to ensuring equitable access to a comprehensive course of study for all students, MVLA closely monitors 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 college entrance requirements.  Each October, we conduct a district-wide data review using the California Basic Educational Data System (CBEDS), which enables us to assess total course enrollment across our schools. The findings from this analysis are compiled into annual data reports, which are shared with school sites and presented to the Board of Trustees to provide a districtwide overview of access and equity. In addition, we review Master Schedules at each comprehensive high school to compare course offerings and enrollment. As part of this process, we disaggregate data by student subgroup, including English Learners, Reclassified English Learners, socioeconomically disadvantaged students, Students with Disabilities, and students from various racial and ethnic backgrounds, to identify enrollment patterns and potential gaps in access. Through this comprehensive analysis, we aim to identify and address disparities in course access, ensuring that all students are supported and empowered to achieve academic success.|MVLA’s curriculum is intentionally broad, offering 22 AP courses, CTE and dual-enrollment pathways, three world languages, arts, and a variety of electives. Most students take six courses in grades 9-11 and at least five in grade 12. Local indicators confirm wide access. District-wide, 78 % of the 2024 class met the full A–G sequence (goal 85 %), and 91 % completed Algebra II with a C+ or better (goal 95 %). LAHS posts an 80% A–G rate; MVHS, 77%. Math access is identical across sites.  Equity analysis reveals variation. Asian students achieve a 92% A–G rate, while Caucasian students reach 84%. In contrast, Latino students achieve only 50%, and African-American students achieve 72%. Algebra II mastery dips for reclassified English learners—83 % at LAHS versus 73 % at MVHS—and for socio-economically disadvantaged students, who trail the district by 13-16 points. Latino, EL, and SED students are also underrepresented in AP and honors sections.  MVLA is responding on several fronts. AVID runs 9-12 and recruits first-generation and low-income youth into rigorous tracks. Ninth-grade English and math classes are capped, a summer bridge accelerates math placement, and academic-support periods replace an elective when A–G recovery is needed. With annual public data reviews and clear goals, these strategies aim to move every subgroup toward 85% A–G and 95% Algebra II completion while maintaining universal choice and depth of study.|"At MVLA, we prioritize equitable access to a diverse range of courses for all students. 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. Additionally, ELD or IEP classes occupy elective slots, which may delay entry into A–G, honors, or AP sequences.  These barriers are evident in our data: A–G completion is 78% overall, but 50% for Latino students, and AP/Honors rosters still under-serve EL and SED youth. AVID expansion, smaller 9th-grade core sections, summer bridge, and in-day academic-support periods target each barrier; yet, tighter alignment of counseling, master scheduling, and prerequisite policies remains essential to provide every student with an equally broad course of study."|MVLA is committed to continuously assessing student data and progress toward district goals to inform the delivery of high-quality programs and services for all student groups. This ongoing reflection informs our efforts to meet the diverse needs of students and foster equitable learning environments across our schools.  We prioritize staff development by investing in professional learning focused on consistent Tier 1 evidence-based practices, such as Constructing Meaning. These initiatives equip educators with the tools to create inclusive, supportive, and academically rigorous classrooms.  To address the varied needs of our students, we provide differentiated course offerings for English Learners and Students with Disabilities. This includes both Designated and Integrated English Language Development (ELD) courses across English Language Arts, Math, Science, and Social Science. Students with Disabilities have access to a range of instructional settings, including Specialized Academic Instruction, co-taught classes, and general education courses with in-class supports. Instructional aides are strategically placed in mainstream classes to ensure appropriate support and access.|Met||2025-06-16|2025
43696170000000|Mount Pleasant Elementary|7|Mount Pleasant Elementary School District uses multiple locally selected tools to monitor the extent to which all students have access to, and are enrolled in, a broad course of study across grade spans and student groups. The primary tool is the school master schedule, reviewed by site administrators to ensure that all students are enrolled in core academic subjects as well as enrichment, intervention, and acceleration opportunities. For Students with Disabilities, IEP teams determine appropriate course placement and supports aligned to individual learning needs. For English Learners, site leaders monitor enrollment in Designated and Integrated ELD, and reclassification decisions are informed by both local assessments and state ELPAC results. Principals review placement data to ensure students are on track for promotion and have access to rigorous academic pathways. Locally administered reading and math diagnostics help identify students needing intervention or differentiated instruction, ensuring access to the full curriculum. Collectively, these tools help MPESD monitor equity of access and ensure that all students, including unduplicated pupil groups and students with exceptional needs, are supported in receiving a broad and inclusive course of study.|All student groups across Mount Pleasant Elementary School District have access to a broad course of study that includes core academic subjects (English Language Arts, Math, Science, and Social Studies), Designated and Integrated ELD for English Learners, and opportunities for intervention, acceleration, and enrichment. Regular reviews of school site master schedules show that all sites offer a comparable breadth of programs, with no significant disparities in access or enrollment across student groups or campuses. Students with Disabilities receive instruction and services aligned with their IEPs, including access to general education coursework, interventions, and supports such as transition planning. English Learners are enrolled in appropriate ELD services and progress is monitored to ensure continued access to the full curriculum. The district uses enrollment and participation data to monitor equity and representation across programs. As new enrichment and elective opportunities are introduced, MPESD reviews participation to ensure inclusion of unduplicated student groups and those with exceptional needs. This ongoing monitoring supports continuous improvement in ensuring all students, regardless of background, language status, or ability, have equitable access to a well-rounded, rigorous educational experience.|At this time, budget is a key barrier to providing and sustaining a broad course of study for all students. The expiration of one-time funds and limited ongoing fiscal resources present significant challenges to maintaining and expanding diverse course offerings and programs. These financial constraints also impact the LEA’s ability to recruit and retain qualified teachers, especially in specialized subject areas such as Special Education, STEM, world languages, and the arts—areas that are critical to a well-rounded education. As a result, the range of available courses may be limited, affecting students’ access to varied learning pathways. Despite these challenges, the LEA remains deeply committed to ensuring equitable access to a rigorous and comprehensive curriculum. Continued investment and reliable, long-term funding will be essential to support current programs and to grow opportunities that align with student needs, interests, and college and career readiness.|Mount Pleasant Elementary School District uses master schedules to monitor and ensure all students have access to a broad course of study. All elementary and middle school students are enrolled in core academic subjects, with English Learners receiving Designated ELD. Based on current data, no immediate revisions are needed to ensure access. The district is continuing collaborative work with an Advisory Group to evaluate practices through the lens of Diversity, Equity, Inclusion, and Belonging (DEIB). This process may lead to future recommendations or actions aimed at improving equitable access across all student groups. To further support student engagement and academic enrichment, MPESD will continue offering elective and enrichment opportunities with a focus on AVID, ALAS, student leadership, and research-based ethnic studies projects that promote cultural relevance and deeper learning. These offerings are designed to provide more culturally relevant and interest-driven learning experiences for all students. Additionally, the Special Education Department is refining its course structures by aligning curriculum and supplemental supports. This work is intended to promote program consistency, improve instructional access, and ensure sustainable services for students with disabilities across all schools.|Met||2025-06-25|2025
43696176048045|Ida Jew Academies|7|Mount Pleasant Elementary School District and Ida Jew Academy utilize multiple locally selected tools to monitor the extent to which all students have access to and are enrolled in a broad course of study across grade spans and student groups. The primary tool is the school master schedule, which site administrators review to ensure that all students are enrolled in core academic subjects, as well as enrichment, intervention, and acceleration opportunities. For Students with Disabilities, IEP teams determine appropriate course placement and supports aligned to individual learning needs. For English Learners, site leaders monitor enrollment in Designated and Integrated ELD, and reclassification decisions are informed by both local assessments and state ELPAC results.  Principals review placement data to ensure students are on track for promotion and have access to rigorous academic pathways. Locally administered reading and math diagnostics help identify students needing intervention or differentiated instruction, ensuring access to the full curriculum. Collectively, these tools help MPESD monitor the equity of access and ensure that all students, including unduplicated pupil groups and students with exceptional needs, receive a broad course of study.|All student groups across Mount Pleasant Elementary School District have access to a broad course of study that includes core academic subjects (English Language Arts, Math, Science, and Social Studies), Designated and Integrated ELD for English Learners, and opportunities for intervention, acceleration, and enrichment. Regular reviews of school site master schedules show that all sites offer a comparable breadth of programs, with no significant disparities in access or enrollment across student groups or campuses. Students with Disabilities receive instruction and services aligned with their IEPs, including access to general education coursework, interventions, and supports such as transition planning. English Learners are enrolled in appropriate ELD services, and progress is monitored to ensure continued access to the full curriculum. The district uses enrollment and participation data to monitor equity and representation across programs. As new enrichment and elective opportunities are introduced, MPESD reviews participation to ensure inclusion of unduplicated student groups and those with exceptional needs. This ongoing monitoring supports continuous improvement in ensuring all students, regardless of background, language status, or ability, have equitable access to a well-rounded, rigorous educational experience.|Currently, the budget is a significant barrier to providing and sustaining a comprehensive course of study for all students. The expiration of one-time funds and limited ongoing fiscal resources present significant challenges to maintaining and expanding diverse course offerings and programs. These financial constraints also impact the LEA’s ability to recruit and retain qualified teachers, especially in specialized subject areas such as Special Education, STEM, world languages, and the arts—areas that are critical to a well-rounded education. As a result, the range of available courses may be limited, affecting students’ access to varied learning pathways.|No revisions at this time.|Met||2025-06-25|2025
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 with ELD. 100% of students in elementary school receive district-provided VAPA classes 96.10% 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 98.29% of English Learners in middle school are enrolled in an elective|Newcomers or students with unique needs may require courses to support them academically.|Because of the Prop 28 AMS funds, we will continue to provide a broad range of VAPA classes across elementary grades and increased and improved VAPA for middle school electives.|Met||2025-06-26|2025
43696330000000|Orchard Elementary|7|Orchard School District uses course enrollment data, master schedules, and student information system reports to track access to a broad course of study across grade spans. The district monitors participation by unduplicated student groups and students with exceptional needs to ensure equitable access to core subjects, enrichment, and support services, aligned with state standards and LCAP goals.|As a single school district, we are able to monitor our successes very narrowly. Using enrollment data, master schedules, and student information system reports, Orchard School District has confirmed that all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study that includes ELA, math, science, social studies, physical education, and visual and performing arts. As a single-school district, there are no site-based differences in access. Over time, the district has expanded access to enrichment opportunities and support services to ensure equitable participation, with ongoing monitoring to address any gaps.|One of our most significant factors in providing access is consistent and ongoing funding.|In response to the data, Orchard School District has elected to continue enrichment offerings while increasing targeted support for unduplicated students and students with exceptional needs. The district has also adjusted staffing and scheduling to ensure consistent access to all core and enrichment subjects across grade levels, while continuing to monitor enrollment data to identify and address any equity gaps.|Met||2025-06-17|2025
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 counselors, teacher assistants, and college and career advisor. Data is analyzed in Infinite campus (IC); and MAIA Learning and Career Planning Tool. Data on graduation rates, AP enrollment, A-G completion and college courses through dual enrollment AP and are presented to the Board yearly.  Special Education: Access for students with disabilities is measured by progress monitoring reports from their IEPs and from specialized curricula used in its programs (Language Live and Teach Town). IEP writing software generates reports that indicate special education teachers are using this tool to generate appropriate goals for 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, Alternative Pathway diploma, or regular 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 elementary sites pertain to the programs supporting students with extensive support needs. Co-teaching models are available in secondary school settings.. The universal schedule at sites reflects the inclusion of students with special needs in general education 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 calibrate the Tiered Systems of Support for attendance, academics, SEL/Behavior, and mental health. The implementation and practice handbook are in development, and the district has adopted the Panorama Student Success platform for more efficient and early identification of needs and progress monitoring.  The development of a master bell schedule that includes intervention time embedded during the school day is a work in progress. The team is exploring providing professional development in 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||2025-06-17|2025
43696660000000|San Jose Unified|7|Grades TK-12: All teachers have access to a variety of English learner data through ELLevation that will allow them to support English language development more effectively. Grades TK-5: All elementary students have access to core subject areas including ELD. We provide an instructional schedule for all grades and programs that includes these subjects. Additionally, principals collect individual teacher schedules and conduct periodic walkthroughs to monitor implementation of approved schedules. In K-5, students are assessed at a minimum of 4 times per year in ELA/SLA with the Istation ISIP reading assessment. They have the option of assessing up to once a month. K-5 writing is assessed up to 3 times per year through genre specific Writing Performance Assessments, Narrative, Informational, and Opinion/Argument. 3-8 NWEA math assessments are administered 3 times per year with an optional fourth. All data is used to identify trends as a district, but are also broken down by school , grade level, and sub groups to identify student needs and develop goals. Grades 6-12: We use our student information system, Infinite Campus, to assess student enrollment in a broad course of study. All students have access to Language Arts, Math, Science, Social Studies, World Languages and PE. Art, music, and other elective options are also available for students. English Learners have access to ELD courses appropriate to their English Development level.|Grades TK-5: All students have access to Language Arts, Math, Science, Social Studies, Health, PE, and ELD. Per Prop 28, schools now have access to arts education. We have had difficulties hiring for these positions due to credentialing requirements. While many schools are using outside agencies to provide arts education with the waiver in place for the 2024-2025 school year, we continue to search for appropriately credentialed teachers to fill these roles. 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. We have developed a designated ELD course for long term English Learners in grades 11th and 12th grade. We have developed it 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||2025-06-26|2025
43696660129718|Downtown College Preparatory Middle|7|All students at ECMS have access to the full Broad course of study.|All students are enrolled in the same common curricular sequence in core classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with the non-core areas, students are able to exercise choice while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|DCP El Camino will be closing at the end of the 2025 school year.|Met||2025-06-24|2025
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||2025-06-18|2025
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 be closing at the end of the 2025 school year.|Met||2025-06-24|2025
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, and track student progress. 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 increase in the percentage of students in grades 9 through 12 participating in a CTE pathway from 2024 to 2025. CTE saw a modest overall increase in enrollment (+1.7%.), with Latino (+2.3%.) and economically disadvantaged students (+2.4%.) showing promising increases. English Learner students experienced a particularly large increase in CTE Course enrollment (+17.3%.). Advanced Placement (AP) saw a 12.7% point increase in overall enrollment. Additionally, many of our target populations saw increases, Hispanic/Latino (+1.5%.), Economically Disadvantaged (+1.71%.), and Students with Disabilities (+0.48%.). Although English Learners overall saw a slight decrease (-0.06%.), Long-Term English Learner (LTEL) students experienced an increase (+2.2%.).|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. 4) Lack of qualified certificated staff in specialized areas, 5) 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.|Our approach to ensuring access to a broad course of study remains the same as last year. This is nuanced work and the district feels confident that maintaining and strengthening our current approach will lead to improved outcomes. As such, Santa Clara USD will: 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. 2) 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) Implement the district’s new strategic arts plan in order to increase course offerings in the arts over the next several years in all five arts disciplines.|Met||2025-06-12|2025
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 2024-2025 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 2024-25 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 second social work|Met||2025-06-04|2025
43696900000000|Sunnyvale|7|At the elementary level, student enrollment in a diverse curriculum is monitored using Powerschool, along with daily and art enrichment schedules. Core subject instruction is provided to all, with additional English language development available for English learners. Similarly, Powerschool is used at the middle school level to oversee students’ participation in a wide-ranging course of study.|At the elementary level, all students follow a comprehensive curriculum as outlined by California Education Code 51210. This includes instruction in English, mathematics, social sciences, science, visual and performing arts, health, and physical education. English learners receive additional English language development tailored to their individual fluency levels.   At both middle schools, students are enrolled in core subjects—English language arts, math, science, and physical education/health—while also selecting electives based on their interests. At Sunnyvale Middle School, elective options include Spanish, career technical education, visual or performing arts, applied arts, STEAM, physical education, AVID, and social movements/justice. Columbia Middle School offers similar electives, with the addition of leadership as an option. Both schools provide a well-rounded educational experience through a combination of required courses and diverse elective choices.|The Sunnyvale School District is dedicated to delivering focused instruction that addresses the specific needs of all students. Recent adjustments to middle school schedules now ensure that English Learner (EL) students can enroll in an elective while still receiving dedicated English Language Development (ELD) instruction and support. The wide array of elective choices means that some students may not select courses in foreign language, visual or performing arts, applied arts, or career technical education.   At Sunnyvale Middle School, students access Designated ELD or intervention support during Academic Support Time (AST). At Columbia Middle School, these supports are provided during a designated Flex period.   Additionally, at Sunnyvale Middle School, 8th grade students enrolled in Geometry take this course in place of an elective. This approach allows students to pursue advanced math while maintaining a balanced schedule.|Students with special needs have full access to middle school coursework via an inclusion model. Columbia Middle School offers a Flex period and Sunnyvale Middle School provides an Academic Support Period (AST), both designed to deliver targeted intervention or enrichment and ensure students can participate in elective courses for a broad education. The district is also expanding career technical and applied arts options to better prepare students for college and careers. Additionally, Columbia Middle School’s schedule has been reviewed to guarantee access to all courses for students in the Juntos dual immersion program.|Met||2025-06-18|2025
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 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.|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 also allows access to 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. 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. 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 was fully implemented in the 24-25 school year. For the 24-25 school year, each middle school offered a Spanish elective and we will continue to offer this again next year. Based on student feedback, a Dance and a Crafting elective were added to one of our middle schools and new Project Lead the Way units were incorporated into STEM electives at both sites.|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 will continue to provide a Spanish teacher for both middle schools. 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||2025-06-09|2025
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 2024-25 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. We have also begun to closely review our high school pathways for our ELs and students with disabilities to ensure they can take all the A-G required courses if they so choose.|MUSD is expanding offerings by employing the new Prop 28 funds to expand our arts and coding offerings. We have also expanded our offerings to include: -an extension campus to our comprehensive high school which exposes students to STEAM pathways including advanced manufacturing and integrated math/arts and/or science/art classes, and -an alternative pathway for 9th graders at our continuation high school to focus on students needing more SEL support and access to project-based learning.|Met||2025-06-24|2025
43771490000000|SBE - KIPP Navigate College Prep|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child. KIPP measures success by the percentage of students enrolled in a broad course of study 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||2025-06-12|2025
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||2025-06-12|2025
44104470000000|Santa Cruz County Office of Education|7|Local measures and tools used to track student access to a broad course of study include: Student transcripts, Individualized Education Plans (IEPs), EL Progress Monitoring forms, College and CTE course completion monitoring, attendance and suspension rates, as well as CAASPP results and local Star Renaissance Reading and Math assessment results. We use our student information system to organize and disaggregate the data to ensure equal access for all students, including unduplicated students and individuals with exceptional needs.|All of our students have access to a broad course of study. However, grade and course completion rate gaps exist, especially for our students of color, students with exceptional needs, and our English Learners. And while we have increased the number of students completing dual enrollment in college courses and/or CTE courses, we have found that in these two areas there is still work to be done. Our programs are increasing awareness of the number of CTE pathway offerings and developing additional means for students to be able to access dual enrollment courses.|The Santa Cruz County Office of Education Court and Community Programs operates a myriad of programs throughout Santa Cruz County. This is accomplished through a variety of locations, educational models, and programmatic structures.  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.|In response to our results, the following actions are planned: continue to assign instructional assistants to support students with high needs, promote CTE offerings as well as dual enrollment throughout our school programs, participate in professional learning and countywide learning opportunities for staff.|Met||2025-06-26|2025
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 data, and documentation of student transition and career services received. Additional tools include attendance rates, co- and dual-enrollment data, CASAS and ELPAC test results, and locally developed assessments. This year, we have also implemented the development of a student exit portfolio to document achievement across content areas and skill development. Access to online courses has further expanded options for students, supporting individualized pathways and flexibility. Our student information system is used to collect, organize, and disaggregate these data sources to monitor access across grade spans, unduplicated student groups, and individuals with exceptional needs. These efforts ensure that all students are equitably enrolled in and progressing through a comprehensive and broad course of study.|All students have access to a broad course of study through a range of academic, career technical education (CTE), and transition services. However, enhanced support is still needed to improve Educational Functioning Level (EFL) and literacy gains, course completion, and student persistence, especially among our predominantly low-income, English Learner, and special needs populations. While enrollment in CTE and dual enrollment courses has grown, participation remains limited, particularly among students in locked facilities who face restricted access to online learning platforms. We continue to prioritize partnerships with Cabrillo College and our local Workforce Development Board to increase dual enrollment and expand career pathway options. This year, we have also strengthened collaboration with community agencies to broaden access to programs and services. While there are no significant disparities across school sites, ongoing monitoring helps us address barriers to ensure all students have equitable access to a full and relevant course of study.|In addition to ensuring that all students have access to courses required for graduation, we provide a variety of programs and services tailored to the needs of our diverse student population. These include mental health counseling, special education services, free and reduced meals, childcare, work-based learning, college and career support, and access to technology and internet connectivity for home-based learning. All students enrolled in the CAC may attend evening classes and participate in Student Learning Sessions focused on foundational skills, credit recovery, and community building in a safe, supportive environment. The majority of our students are behind in credits and face significant life barriers—including addiction, domestic abuse, homelessness, incarceration, expulsion, young parenthood, and long-term English Learner status—which have impacted their academic progress. These challenges, compounded by trauma and limited time due to work or family responsibilities, require flexible learning models and consistent support. While these barriers remain, we continue to adapt by offering multiple pathways for engagement, personalized learning opportunities, and intentional re-engagement efforts to ensure equitable access to a broad course of study for 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 with an itinerant mental health clinician 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.   9. Group orientation and 6 week Foundations onboarding class to improve student retention rates.|Met||2025-06-26|2025
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.|No barriers exist at this time; all students have access to a broad and rigorous course of study, as well as support to achieve successful outcomes with that course of study.|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||2025-06-04|2025
44697320000000|Bonny Doon Union Elementary|7|We are a small school.  Teachers notify the office immediately if there is a need.  Staff meet weekly to address curricular/program alignment.|100% of our students are enrolled in a broad course of study, including academics, art, music and physical education.|Funding uncertainly and remote location can impact the availability of specialists to lead certain activities, but would not impede our ability to provide a broach course of study.|Bonny Doon UESD is fully committed to all TK-6 students receiving 100% access to all components of the core program. This requires collaborative scheduling protocols to ensure students qualifying for additional services (examples include special education, academic intervention, and social emotional counseling) retain full access to visual and performing arts, physical education, special events and opportunities designed in a high quality comprehensive education.  In our small single school district with an enrollment of 95 students in grades TK-6, there can be no exceptions to the guarantee that students access the full course of study. 100% of all BDUESD students are guaranteed full access without exception.  There are no barriers at this time. This outcome is due to flexible and creative scheduling practices founded on the unwavering commitment to all students and modeled by our faculty and staff.  We will continue to feature course access in our Local Control and Accountability (LCAP) plan.|Met||2025-06-12|2025
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||2025-06-18|2025
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.|There are no barriers.|The following revisions and new actions have been put into place starting in 2023-2024 in order to provide further assurances of access to a broad course of study 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 we are now entering into the 3rd year of the 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 45 minutes of the day is dedicated to ELD instruction for our English Learners and structured phonics and grammar lessons for our EO students. Also a part of this block is SEL.|Met||2025-06-18|2025
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.|NA|NA|Met||2025-05-13|2025
44697730000000|Mountain Elementary|7|As a small LEA, no formal measures or tools are needed to track the extent to which all students have access to a broad course of study. Our intervention and Special Education teachers consult the master schedule and don't pull students from class during art or PE, or other preferred, extra-curricular activities. All students participate in the same course of study, regardless of ther grade, student group or special education status.|100% of students 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.|No new decisions or actions are required as all students have access to a broad course of study.|Met||2025-06-12|2025
44697810000000|Pacific Elementary|7|Since our school only has 1 teacher/class per grade level, all students experience the same programs, teachers, and events, including all student subgroups.|All students in preschool through 4th grade experience Life Lab. All 5th & 6th-graders experience Food Lab. All students go on field trips, visit the library, and have access to all curricular areas.|Though we are currently in strong shape, funding sometimes prevents Pacific from being able to afford everything we want to do.|We recently expanded the number of grade levels who work with a local theater company to experience the drama arts.|Met||2025-06-18|2025
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 seven years, PVUSD has focused on increasing the visual and performing arts to all students, PK - 12 with a specific LCAP goal dedicated to this endeavor. The biggest barrier preventing the LEA from providing access to a broad course of study for all students is a six period bell schedule.  Due to the limited number of classes, some students may not have access to all classes as other students.|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||2025-06-25|2025
44697990117804|Ceiba College Preparatory Academy|7|Ceiba utilizes several locally selected tools to monitor student access to and enrollment in a broad course of study across grade spans and student groups. These include the student information system’s enrollment and scheduling data, disaggregated by grade level, unduplicated students (such as English Learners, foster youth, and low-income students), and students with exceptional needs. Additionally, Ceiba reviews course completion reports, participation in elective and advanced coursework, and counselor records to ensure equitable access. Regular data analysis allows the LEA to identify gaps in course offerings or enrollment patterns and guide interventions to support all students in accessing a comprehensive and rigorous curriculum.|Based on analysis of enrollment and course completion data from Ceiba’s student information system and counselor records, the majority of students have access to and are enrolled in a broad course of study that includes core academics, electives, and specialized supports. Over 85% of our students will meet the A-G requirements by the time they graduate. Across grade spans, enrollment in core subjects remains consistent; however, some disparities exist among student groups. English Learners and students with exceptional needs have slightly lower participation rates in advanced and elective courses compared to their peers, indicating opportunities to increase targeted support and encouragement. While differences between school sites are minimal due to Ceiba’s unified structure, ongoing monitoring ensures equitable access for all students. Over time, Ceiba has made progress in expanding elective offerings and increasing enrollment of unduplicated students in a wider range of courses, reflecting a commitment to inclusive educational opportunities.|Analysis of locally selected measures has identified several barriers that limit some students’ access to a broad course of study. One key barrier is scheduling challenges for English Learners enrolled in Designated English Language Development (ELD) courses at the high school level. Currently, students often must choose between ELD and other elective or advanced courses, which can delay or complicate completion of high school graduation requirements. This scheduling constraint can result in some students needing to make up courses, impacting their academic progress and engagement.  Ceiba is actively reviewing its course scheduling practices and credit requirements to ensure that Designated ELD students can simultaneously meet language development needs without sacrificing access to required courses. The LEA is exploring integrated instructional models and flexible scheduling options that allow for concurrent enrollment in ELD and core or elective courses. Additionally, collaboration between counselors, ELD instructors, and administration is being strengthened to provide personalized academic planning that prevents students from falling behind due to ELD placement. These efforts aim to remove barriers and support English Learners in timely progress toward graduation.|In response to the analysis of local data, Ceiba has implemented and will continue to refine several strategies to ensure all students have access to a broad course of study. These include revising master scheduling to allow English Learners enrolled in Designated ELD to concurrently take required core and elective courses without scheduling conflicts. The LEA has introduced personalized academic planning involving counselors and ELD teachers to support course selection aligned with graduation requirements and individual student needs.  Additionally, Ceiba is expanding elective offerings and advanced coursework availability to better serve unduplicated students and those with exceptional needs. Professional development for staff now includes equity-focused training to raise awareness of access barriers and encourage proactive support. These ongoing efforts are embedded in the Ceiba's continuous improvement cycle, with regular monitoring to assess impact and make further adjustments as needed.|Met||2025-06-17|2025
44697994430229|Pacific Coast Charter|7|||||Not Met|||2025
44697994430245|Diamond Technology Institute|7|Diamond Tech uses multiple tools to track access to a broad course of study: (1) enrollment in A-G and CTE courses; (2) MAP benchmark assessments; (3) state test results; (4) D and F data; (5) ILPs for all students; (6) a master schedule where all students take the same core and pathway classes; (7) graduation rates; (8) passage and senior defense completion; (9) attendance and suspension data; (10) course access reports disaggregated by subgroup, including unduplicated pupils and students with exceptional needs. These measures are monitored by administrators, counselors, and teachers to ensure equity across all grade levels and groups.|All students at Diamond Tech have full access to a rigorous, broad course of study that blends A-G, CTE, and high school diploma requirements. The master schedule is designed so every student takes every core and CTE course ensuring no tracking or differentiation based on subgroup status. This structure guarantees access regardless of background. According to YouthTruth results, students and families rate course quality and college/career readiness in the top national percentiles. ILPs help individualize support, especially for English Learners and students with IEPs.|One challenge is balancing intensive CTE coursework with A-G rigor while also meeting the needs of students requiring additional academic support. Limited staffing and specialized support services can delay early intervention for students with exceptional needs. Additionally, internship opportunities aligned with CTE pathways are limited, which can impact real-world learning access for some students. Technology access and transportation remain occasional barriers for some low-income families.|In response, Diamond Tech continues refining the ILP process to include earlier identification of student needs. Additional counseling support has been added to monitor academic progress and help students balance CTE and A-G requirements. The school is developing partnerships to increase pathway-aligned internships and has adopted more inclusive teaching strategies to support SPED and EL students. The site is also exploring expanded summer bridge and extended learning options to prevent learning gaps and support full engagement in the broad course of study.|Met||2025-05-20|2025
44697996049720|Linscott Charter|7|Linscott Charter School uses several tools to monitor students' access to a broad course of study. These include class schedules, which ensure that all students are enrolled in grade-appropriate courses, and report cards, which track academic progress and course participation. We also utilize English Language Learner (ELL) identification data to ensure that English learners have equitable access to a comprehensive curriculum. Additionally, Individualized Education Plans (IEPs) are used to track the specific needs and accommodations for students with exceptional needs, ensuring they are fully included in a broad course of study. These tools allow us to closely monitor and support the diverse academic needs of our students, including unduplicated student groups.|The locally selected measures demonstrate that all Linscott Charter School students have access to a broad course of study. Every student participates in Physical Education, ensuring consistent access to physical wellness education. Our K-5 grade students also receive music instruction, fostering creative development. For students in grades 6-8, elective classes are offered twice a week, providing opportunities for exploration in areas such as art, technology, and other enrichment subjects. There are no significant differences across student groups or grade levels in terms of access to these subjects. Over time, we have made significant progress in ensuring that all students, including those from unduplicated groups, are enrolled in a broad and diverse curriculum. This includes targeted support for English learners and students with exceptional needs, ensuring that they also participate fully in the broad course of study offered at Linscott.|There are currently not any barriers to Linscott students receiving access to a broad course of study.|Based on locally selected measures, Linscott Charter School is currently providing a broad course of study for all students.|Met||2025-06-19|2025
44697996049829|Alianza Charter|7|Alianza Charter School uses a combination of locally selected tools and systems to track student access to a broad course of study across grade spans and student groups. These include:  Master Schedule and Course Enrollment Data: Reviewed annually to ensure all students, including unduplicated student groups and students with exceptional needs, are enrolled in core academic subjects (English, math, science, and social studies) as well as enrichment courses such as art, music, physical education, and dual language instruction. Student Information System (SIS): Used to disaggregate enrollment data by grade level, language proficiency, socioeconomic status, and special education status to monitor equitable access to all programs. IEP Tracking and Service Logs: For students with exceptional needs, the school uses individualized education plans (IEPs) and service documentation to ensure access to general education curriculum with appropriate supports. Teacher Assignment Reviews: Conducted to ensure appropriately credentialed teachers are delivering content aligned with state standards and providing access to a broad and rigorous curriculum. Stakeholder Surveys (e.g., YouthTruth): Provide supplemental data on student perceptions of academic challenge and access to engaging and meaningful learning experiences. These tools collectively support Alianza’s efforts to ensure equity and access to a broad course of study for all students.|At Alianza Charter School, tools such as the master schedule, student information system (SIS), IEP service logs, and credential reviews are used to monitor student access to a broad course of study across TK–8. These systems confirm that all students, including English learners, socioeconomically disadvantaged students, and students with disabilities, are enrolled in core subjects (English, math, science, and social studies) as well as enrichment courses such as physical education, visual and performing arts, and dual language immersion.  Disaggregated enrollment data shows equitable access across student groups, with no significant gaps identified. IEP tracking confirms that students with exceptional needs receive services that allow them to access general education and enrichment classes with appropriate supports.  Since Alianza operates a single school site, there are no site-based differences. However, the school has made progress over time by increasing inclusion of students with IEPs in project-based learning and enrichment through improved scheduling and co-teaching. Stakeholder feedback from surveys and advisory groups further supports that students are accessing a well-rounded curriculum. Overall, locally collected data indicates that Alianza provides all students with equitable access to a broad course of study.|While Alianza faces challenges such as staffing shortages—especially in certified bilingual and BCLAD teachers—and limitations in scheduling and resources, we remain committed to ensuring all students have access to a broad course of study. Despite these barriers, we provide a wide range of rigorous and culturally relevant coursework, including dual language immersion programs, core academic classes, and enrichment opportunities. We continue to address obstacles by actively recruiting qualified staff, offering targeted supports for English learners, and creatively optimizing our resources and schedules to maintain equitable access for every student.|In response to the results of our locally selected measures, Alianza has taken deliberate steps to enhance access to a broad course of study for all students. We have strengthened our recruitment efforts to hire more certified bilingual and BCLAD teachers, ensuring high-quality instruction aligned with our dual language immersion mission. Additionally, we have expanded professional development opportunities to support teachers in delivering culturally relevant and rigorous coursework. Scheduling has been optimized to increase elective and enrichment offerings, and we continue to implement targeted academic supports for English learners and students with diverse needs. These actions reflect our ongoing commitment to providing an equitable, comprehensive educational experience that meets the unique needs of every student.|Met||2025-05-15|2025
44697996119077|Watsonville Charter School of the Arts|7|Watsonville Charter School of the Arts uses master schedules, class rosters, student schedules, and enrollment data disaggregated by grade span, unduplicated student groups, and students with exceptional needs to monitor access to a broad course of study. We also utilize program participation records (e.g., arts, electives, intervention, and special education services) and annual course audits to ensure all students, including English Learners and students with IEPs, are equitably enrolled in and participating in core and enrichment programs.|Using student schedules, enrollment data, and program participation records, Watsonville Charter School of the Arts confirms that all students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study. All K–8 students participate in standards-based instruction in ELA, math, science, and social studies, along with integrated visual and performing arts, physical education, and enrichment opportunities.  Our small school model allows for consistent monitoring of student access, and course offerings are equitably available across grade levels. English Learners and students with IEPs are enrolled in core academic classes with additional supports such as ELD instruction, academic interventions, and inclusive arts programming. There are no disparities in access by student group.  Over time, we have expanded access to arts electives, theater productions, and leadership opportunities, and adjusted scheduling to include more intervention blocks during the school day. This ensures students who need additional academic support are not excluded from enrichment courses. Ongoing data review helps us maintain equitable participation and identify areas for further growth.|While all students have access to a broad course of study, several barriers impact our ability to fully expand and personalize offerings. Limited facility space restricts our ability to add new electives, small-group interventions, and specialized programs. Additionally, staffing limitations—particularly in specialized areas like arts integration and special education—affect our capacity to provide more individualized supports. Scheduling constraints also make it challenging to balance intervention and enrichment opportunities without overlap. We continue to seek creative solutions and funding to address these structural challenges and ensure equitable access for all student groups.|In response to identified barriers, Watsonville Charter School of the Arts is implementing several actions to ensure all students have access to a broad course of study. We are restructuring the daily schedule to include dedicated intervention blocks that do not interfere with enrichment and arts opportunities. We are also pursuing grant funding and facilities partnerships to address space limitations and expand access to specialized classrooms and programs. Additionally, we are working to recruit and retain credentialed staff in high-need areas, including special education and the arts, to support expanded course offerings.  To support English Learners, we are enhancing designated and integrated ELD instruction, providing professional development for teachers in culturally responsive and language-rich instructional strategies, and increasing bilingual outreach to ensure EL families are engaged in course planning. Through regular review of enrollment and participation data by student group, we are actively monitoring equity of access and making data-informed decisions to support continuous improvement.|Met||2025-06-02|2025
44698070000000|San Lorenzo Valley Unified|7|Students have access to a broad course of study and that is verified through the SLVHS Master Schedule and PowerSchool enrollment. Student counseling reports indicate the number of academic counseling sessions students have access to in each grade level beginning in 6th grade and extending through the 12th grade.|61% of SLVHS graduating students meet CSU and UC requirements for A-G coursework requirements. All students are enrolled in standards-aligned course work, and progress monitoring includes site level grade reviews to monitor success rates.|Students have access to a broad course of study and that is verified through the SLVHS Master Schedule and PowerSchool enrollment.|The district will continue to work on college and career readiness through partnerships with Cabrillo College, SCCOE Career Technical Education, and S5C to continue offering high interest and relevant curriculum in the CTE Pathways classes. The district has a dual-enrollment agreement with Cabrillo College that allows students to enroll and complete college-level coursework and simultaneously earn high school graduation credit. High school students have the option to take core content classes such as Science, Math, ELA, Spanish, and PE during the summer session.|Met||2025-06-11|2025
44698070110007|Ocean Grove Charter|7|All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s SIS including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation & 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 & Math 2 to 3 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. School Counselors meet with every high school student as they begin their 9-12 journey to discuss curriculum, course options, & plan a course of study that aligns with the student’s post-graduate plans. Community college courses, CTE program offerings, and academic rigor are discussed with each student. The Special Education Dept 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 & Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning record. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly 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 synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “Life Skills” or “Visual and Performing Arts” requirements. School counselors work 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 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 targeted, 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 high school. All students preparing for post-secondary institutions have support from the School Counselors 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 the 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 has greatly expanded synchronous online classes for college preparation courses, academic support classes, and CTE courses. 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||2025-06-11|2025
44698074430179|SLVUSD Charter|7|Students have access to a broad course of study and that is verified through the SLVUSD Charter Master Schedule and PowerSchool enrollment. Students in the high school program have access to a dedicated academic counselor one day a week, and the course catalog is now aligned with UC Doorways and offers students a wide range of pathways to graduation and tertiary education.|Although only 20.6% of graduating seniors met CSU and UC requirements for A-G coursework, all Charter high school students are enrolled in standards-aligned coursework, and progress monitoring includes site level transcript reviews to monitor success rates.|SLVUSD Charter has recently undergone a course analysis and alignment process with the UC Doorways system, ensuring that going forward our courses will keep the options open for our students to move into a 4-year university after graduation, having graduated with A-G requirements met.  Prior to this undertaking, students were able to take courses for graduation credit but which were not necessarily A-G college prep level, a significant barrier. The SLVUSD Charter high school program has approximately 110 students enrolled in 9th-12th grade, with only four teachers to support all required content.  Notwithstanding this limitation, our high school students are able to access CTE and additional AP and elective courses through the use of concurrent enrollment in our District's high school or through concurrent enrollment in our local Community College.  On average over a third of our graduates enroll in the local community college, many of them exiting high school with college credit and experience under their belt.|SLVUSD Charter 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.   Charter high school students also continue to benefit from the partnership we have with the SLV High School and our ability to offer concurrent enrollment in classes that are not offered at our site, for example Visual and Performing Arts courses and advanced World Language, Math and Science courses. Charter high school students will have also have the option to take their A-G Physical Science requirement via independent study through the Ed Options Academy.  Curriculum teams will be planning for fall curriculum pilots and adoptions utilizing Summer Collaboration sessions that are paid for by Charter and offered through the District's Instructional Services Department.|Met||2025-06-04|2025
44698150000000|Santa Cruz City Elementary|7|At the elementary level, Santa Cruz City Schools is proud to offer a broad course of study that engages elementary students in a wide range of learning experiences designed to support both academic achievement and creative exploration.  In the classroom, students develop essential skills in language arts, math, science, social studies, and critical thinking. Beyond the core, our curriculum includes hands-on science through Life Lab in the garden, where students explore ecology, biology, and environmental stewardship. Music education through band promotes fine motor development, cooperation, and self-expression, while the art studio nurtures creativity and imagination through visual arts.  In the library and 21st-century learning spaces, students are introduced to coding, digital tools, and foundational technology skills that build digital literacy and prepare them for the future.  This broad and balanced course of study reflects our commitment to educating the whole child—providing all students with access to a rich, engaging education that inspires curiosity, connection, and a love of learning.|Santa Cruz City Schools is committed to providing all elementary students with access to a broad, well-rounded course of study that includes core academics as well as enrichment in the arts, sciences, technology, and environmental education. To ensure every student has consistent opportunities to engage in these subjects, the district takes a proactive and collaborative approach to staffing and scheduling.  Each spring, the district begins early staffing conversations to ensure specialized programs such as music, visual arts, Life Lab (garden-based science), and libraries are staffed for the next year. Because not every site has the same number of classes or facilities, we thoughtfully share credentialed specialist teachers across multiple schools. This coordinated approach allows students at all elementary sites—regardless of size or location—to participate in high-quality enrichment experiences.  School leaders work closely with district staff and teaching teams to build master schedules that integrate these subjects into the regular school day. These schedules are designed to preserve instructional time for core content areas while ensuring every student receives instruction in music, art, science, and technology throughout the year.  Through strategic staffing, shared resources, and thoughtful planning, Santa Cruz City Schools ensures that all students benefit from a comprehensive education that supports academic growth and creativity.|Scheduling is a challenge. Balancing the time required for core academic instruction with enrichment subjects—within the constraints of the elementary instructional day—requires complex planning. Differences in school size, class configurations, and available facilities add further logistical challenges to building consistent, equitable schedules.  Additionally, limited funding restricts the district’s ability to expand staffing and programs, particularly as resources are also needed to support interventions, class size reduction, and other student supports.|Master schedules are designed collaboratively by site and district staff to integrate enrichment into the regular school day while preserving time for core academic instruction. The district also continues to invest in professional development and curriculum support to maintain the quality and consistency of these programs across all schools. Additionally, our staffing and master schedule-building timeline has been moved up to ensure we have the appropriate number of courses and staff to meet the needs of students.    These ongoing efforts reflect the district’s commitment to providing a comprehensive, engaging educational experience that supports the academic, creative, and personal growth of every student.|Met||2025-06-11|2025
44698230000000|Santa Cruz City High|7|Santa Cruz City Schools uses a variety of locally selected measures to ensure that all students have access to, and are enrolled in, a broad course of study. These measures include site master schedules, which provide a comprehensive view of course offerings and student placement. Transcript audits at the secondary level are conducted to verify that students are on track to meet graduation requirements and college readiness standards, including A-G completion.  Additionally, the district monitors A-G completion rates to assess college preparedness, especially among historically underserved groups. Course enrollment data is analyzed to identify patterns and ensure equitable access to advanced coursework. Class grade data is also reviewed to monitor academic performance and address achievement gaps.  All data is disaggregated by race/ethnicity, English language proficiency, disability status, gender, and economic status. This allows the district to closely examine the experiences of unduplicated students and individuals with exceptional needs, identifying areas of need and guiding targeted interventions to ensure equity in access to a broad and rigorous curriculum.|"Santa Cruz City Schools ensures that all students have access to, and are enrolled in, a broad course of study by utilizing locally selected measures, including site master schedules, transcript audits, A-G completion rates, course enrollment data, and class grade data.  Middle Schools offer a comprehensive curriculum at each grade level, including English Language Arts, History-Social Sciences, Science, Mathematics, World Language (Spanish 1), Physical Education, Visual and Performing Arts (Art, Band, Choir, Beginning Music), and Career & Technical Education (Woodshop, Arts, Media, Entertainment).  High Schools expand this foundation by providing a wide array of Applied Arts electives, additional Visual and Performing Arts electives, various World Language courses, and over thirty Career and Technical Education (CTE) courses within fourteen career pathways.  Data analysis shows that while most students are enrolled in these courses, there are variations among school sites and student groups. Unduplicated students and those with exceptional needs may experience challenges in accessing advanced coursework and specialized programs. To address these gaps, the district has implemented strategies to increase enrollment in CTE and advanced courses for these groups such as a offering a ""0"" period PE for English learners. Progress over time reflects increased participation due to expanded program availability and targeted support. Ongoing data monitoring ensures continued progress to"|Santa Cruz City Schools strives to provide all students with access to a broad course of study, but there are barriers that impact some student groups. Specifically, English Learners (ELs) and students with disabilities at the middle school level do not always have access to elective courses, such as Visual and Performing Arts (Art, Band, Woodshop).  The primary barrier is the 6-period day schedule at middle schools. For many ELs, one elective period is allocated to English Language Development (ELD), while students with disabilities often use this period for Resource Specialist Program (RSP) support. As a result, these students are not always able to enroll in other elective courses, limiting their exposure to arts and applied arts education.  This scheduling constraint creates a challenge in balancing the need for targeted academic support with the opportunity to participate in a well-rounded educational experience. The district is exploring alternative scheduling options and additional support strategies to address this gap and enhance elective access for all students.|To increase access to a broad course of study for all students, Santa Cruz City Schools has made a strategic change at the middle school level. Both middle schools have introduced a zero period PE class, allowing students to take seven periods during the school day instead of the usual six.  This change directly addresses the challenge faced by English Learners and students with disabilities who previously could not enroll in elective classes like Visual and Performing Arts (Art, Band, Woodshop) because their elective period was occupied by English Language Development (ELD) or Resource Specialist Program (RSP) support.  With the option of a zero period, these students can now access creative and applied arts electives without sacrificing the essential academic support they need. This adjustment has made it possible for more students to experience a well-rounded education, including both core academics and enrichment opportunities. The district will continue to monitor participation to ensure that all students benefit from this increased flexibility.|Met||2025-06-11|2025
44698234430187|Delta Charter|7|Delta has seven classroom teachers and all 120 students are given the opportunity to choose courses that fall within the state graduation requirements and our additional graduation requirements. Our students' transcripts are thoroughly analyzed, then students are hand-scheduled by our lead teacher of college and career, ensuring that every student receives the courses needed for graduation and courses of interest. Students who wish to accelerate their learning have dual enrollment opportunities at Cabrillo College. Delta surveys parents/guardians and students yearly to receive community input regarding the academic and social- emotional needs of students. This information is used to develop our LCAP goals and to inform decisions regarding programs and operations.|Delta's course descriptions and master schedule provide a wide array of courses to prepare students for on-time graduation. Each quarter transcripts are updated and students meet with their parents/guardians and advisor to discuss their progress in school and look over their transcripts. Students also complete credit reviews and grad plans in their advisory courses. Schedules and programs are frequently adjusted to address credit-earning needs and student interests.  Our students have full support with dual enrollment at Cabrillo College and because of our proximity to the school, over half our students take a college course before graduating. Students' dual enrollment and persistence in the courses are tracked and the data is shared regularly with the staff. In the 25-26 school year, Delta will relocate from the outskirts of Cabrillo. Our new building will be more centrally housed on the main campus, which will hopefully lead to increased dual enrollment.|Our barrier to having a broader course of study is our size. Our limited enrollment prevents our small school from expanding our offerings.|Based on our LCAP survey results, Delta is working with Cabrillo to pursue a CCAP agreement to ensure seniors will take two college/career planning courses that will assist them in making informed choices about their path beyond high school and Delta continues to expand its Dual Enrollment program to offer college courses to students who are ready to accelerate their learning.|Met||2025-06-10|2025
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 VAPA classes. Within the district, dual language and multi-lingual education is an additional and viable pathways for students in our community. At the middle school level, language, arts, woodworking, healthy living, advanced, and support level courses are available to 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, soccer, and adding courses every grading term.|No barriers exist at this time.|No revision needed at this time.|Met||2025-06-25|2025
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 (2024-25), 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, instructional materials and benchmark assessments are appropriate and differentiated for all students.|For the 2024-25 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, a college and career specialist who also oversees CTE courses and one counselor in the wellness center. All SVUSD students in grades TK-5 are enrolled in a broad course of studies with all elementary schools offering access to 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 departments and PBIS teams at each site that review academic needs and placements student by student to ensure that student schedules are equitable and that all students are mainstreamed as much as possible. Each site has an English Learner team with coordinators who review needs and placements 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 or who are in need of an alternate learning experience.|Met||2025-06-17|2025
44754320139410|California Online Public Schools Monterey Bay|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|"In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students."""|Met||2025-06-10|2025
44772480000000|SBE - Watsonville Prep|7|||||Not Met|||2025
44772480138909|Watsonville Prep|7|Navigator Schools uses a locally developed instructional rubric to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study aligned to state standards across grade spans. This rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and instructional time is appropriately distributed.  Data is one of Navigator's five compass points, underscoring its importance to the organization and the staff. Student data is reviewed regularly at multiple levels. Teachers examine data daily to inform and adjust instruction. Coaches and teachers meet weekly in one-on-one sessions to review student progress, and grade-level teams meet monthly to analyze trends and plan next steps. Data is also disaggregated by subgroup to ensure equity in access and outcomes. It informs the formation of small instructional groups and supports placement in intervention academies. These practices help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|The educational model at Navigator Schools is intentionally designed to ensure that all students have access to, and are enrolled in, a broad course of study across all school sites. Students receive equal instructional time in English Language Arts and Mathematics, with additional core instruction in Science, History/Social Studies, and Physical Education. Enrichment offerings such as performing arts, visual arts, and other exploratory classes are embedded throughout the week to support a well-rounded educational experience.|Navigator’s instructional model ensures that all students have access to a broad course of study, including core academic subjects and enrichment opportunities. Students engage in a balanced weekly schedule that includes English Language Arts, Math, Science, Social Studies, Physical Education, and a range of enrichment activities such as performing and visual arts. While the core program is delivered consistently across all sites, expanding access to extracurricular offerings—such as music, band, and other specialized electives—remains a challenge. One of the primary barriers is limited facility space, which constrains the ability to schedule and support additional programs beyond the core instructional day. This limitation impacts the range of enrichment opportunities that can be offered, particularly those requiring dedicated or flexible learning environments. Navigator continues to explore creative scheduling and long-term planning solutions to increase student access to a wider array of learning experiences.|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||2025-06-09|2025
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, as demonstrated by course catalog and course assignments.|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 offered.|Met||2025-06-25|2025
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/enhancements 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 California. In addition, our Field Studies, enhancement period, and PE teacher allow all of our students to experience a broad course of study. We have also added Art to every student's schedule. 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 art on a 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 with budget shaping the narrative. Our small size continues to be a challenge to find parttime instructors.|Met||2025-06-17|2025
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 TK-12 has access to a broad course of study, including electives. 3. NSA employs a full-time music teacher, part-time art teacher, and multiple CTE teachers. 4. NSA students have access to all areas of study via resource center classes and independent study.|1. There are no barriers that prevent the LEA from providing access to a broad course of study for all students.|Beginning in the Fall 2025, 9th-grade high school students will be required to complete one semester of Ethnic Studies to graduate. Additionally, in the Fall 2025, high school students, as part of their elective classes, will be required to take financial literacy to graduate. NSA is WASC accredited. NSA offers a-g courses through center classes, online/textbook curricula, and community college classes. NSA employs a TK-12 full-time music teacher, part-time TK-12 art teachers, 6 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. 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 has 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 wrote 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||2025-06-12|2025
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 Paraprofessionals to support in classrooms with the greatest student need in order to reduce the student to teacher ratio PE for both the elementary and middle school students  Visual and performing arts are embedded within the curriculum|RSTEM does not have any identified barriers at this time to offering 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||2025-06-12|2025
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 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, NWEA, IXL, Class Companion, 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 2025-26 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 II, Landscape and Turf Management, Nursery Practices & Management, Theatre and Environmental Science.|Met||2025-06-18|2025
45698564530333|Anderson New Technology High|7|New Tech evaluates courses taken, pathways pursued by reviewing Aeries and seeing the classes students are enrolled in as well as grades earned. As is typical for all high schools, students have more opportunities after their sophomore year when many core classes are completed. With our hybrid model, students have many course periods open to them to eliminate course request conflicts that are due to a traditional six period day at our neighboring schools. Our students have 10 periods this year, and last that allow for a very broad course of study for all grade levels.|Students that have opted to take many extra courses have struggled to keep up. They earn B's where the could earn A's with less classes. As a result, we have limited the number of courses a student can enroll in each year. This is based in part to their academic history as well as attendance, behavior and rationale for requesting excess courses. We also are aligning our courses to create CTE pathways throughout our elective options and even some of our core classes. Many students choose to take high level science classes for elective credit. We are being deliberate to hire new staff that can add a CTE Pathway on campus and keep options open for all students and in all student groups.|We have some very rural students and they cannot commute to campus three days a week, much less five days a week to maximize the broad course of study offered. Our flexible schedule works great for many things and the county bus continues to waive fees for our students that carry a student ID so our low income families that live in city limits of Redding have less of an issue getting to campus. By adding CTE Pathways on campus with our hybrid schedule and eliminating the need for ROP to meet those requirements, we are expanding opportunities for our rural as well as low socioeconomic students.|As a response to input from partners to increase course offerings, we are planning for our fourth year of offering a collegiate, hybrid, non-classroom based, independent study model. This model continues to allow all students, including our underrepresented population, greater opportunities and flexibility in meeting our graduation requirements as we prepare our students for a successful future. We continue to partner with STROP to offer vocational certifications, dual enrollment and internship placement to help students gain experience in fields of interest. Additionally, we pay for transportation to ROP each day it is offered. Students are encouraged to expand their language options at the local community college and can do so more easily with our hybrid model. We have worked hard this year to get in place three CTE Pathways on campus that students can pursue within our hybrid model.|Met||2025-06-18|2025
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||2025-06-11|2025
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||2025-06-18|2025
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 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  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||2025-06-12|2025
45699140135624|Tree of Life International Charter|7|"Daily schedule includes ""Specials Classes"" for Grades K-4 and ""Electives"" for grades 5-8.  These classes are required and are built into the regular daily schedule for all students grades K-8.  These include a variety of Fine Arts offerings (World Music, Strings, Band, Art, Dance, Drama), Technology (Story and Film, Skill Struck Coding, Robotics, Digital Media and Yearbook); Language And Culture (French, Techno English) Outdoor offerings (Garden, PE, Woodshop, Competitive sports) and more."|All students at Tree of Life are given a Bilingual Education in Spanish and English through the Dual Immersion Model beginning in TK.  All students participate in the above mentioned specials and electives classes.|The only barriers are finding qualified teachers--(ie. Middle School choir) and providing increased opportunities for participation in instrumental music and competitive sports.|In 2023-24, the electives program for 5th-8th grade has been revamped to over more choices in Fine Arts as well as 3rd language. We hired a new band and World Music teacher, increased time for Dance, hired a story and film teacher, and will be offering Digital Media and yearbook for the first time. In 2024-25 the electives program will expand to offer STEAM classes with robotics and drone competitions, and a Career Exploration elective for MS grades 7-8 using the Paxton Patterson career lab.|Met||2025-06-25|2025
45699220000000|Castle Rock Union Elementary|7|Measures and tools CRUESD is using to track the extent all students have access to a broad course of study:  All students are provided with the same curriculum, materials, technology, and programs.  All students are able to enroll in the programs offered with in the school/district.  Curriculum and materials are tracked through an annual inventory.  Enrollment process and attendance records of programs is monitored annually.  The courses offered to our students are limited to core subjects with a focus on outdoor education.|Based on the inventories taken and enrollment process monitoring/attendance of programs all students are afforded the same broad course of study within our district/school.|One barrier prohibiting the district from offering a more broad course of student is our low ADA and our schools rural location.|In response to the barriers, to broaden the course of study within our school, the district has implemented several online learning programs and contracted out for art and science education.|Met||2025-06-11|2025
45699480000000|Columbia Elementary|7|Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school wide learner outcomes for students. In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several district curriculum and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school wide learner outcomes for students. In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several district curriculum and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|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||2025-06-27|2025
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 12th grade. 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-12th 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 & 12th 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: French 4, Spanish 2, Mandarin 2, Personal Finance, Computer Science A, Digital Art/Illustration and Orchestra. In the 4th-8th grades we have expanded opportunities for STEM courses including Coding, computer Science, and college/Career explorations.|Met||2025-06-12|2025
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 SVA Math Specialists will continue to offer in person and virtual supplemental classes for grades 2-12.   The SVA Writing Specialists will continue to offer in person and virtual writing classes for grades 1-12. The SVA Science Specialist will continue offering high school Biology, Earth Science, Natural Resources and Plant ID classes.  They will also offer more robotics classes for grades 4-8. SVA is developing its own Natural Resource CTE Pathway and continues to encourage all high school students to enroll in Career Technical Education (CTE) Pathway as part of their educational plan. Increased student participation in the pathways will be an area of focus in the 2025-2026 school year and teachers will receive CTE Pathway training to understand each option.|Met||2025-06-10|2025
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, college readiness, or workplace readiness skills.  PCACV's customized learning plan allows for each high school student to graduate with a high school diploma and possibly college credit.  All middle school and elementary students are able to take core class as well as electives. Teachers regularly meet with and record student progress through each course.|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||2025-06-03|2025
45699550000000|Cottonwood Union Elementary|7|Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school wide learner outcomes for students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed. Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Foreign language is offered as an elective at the middle school, when we have qualified staff. This has been a challenge. 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||2025-06-25|2025
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||2025-06-19|2025
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||2025-06-04|2025
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||2025-06-04|2025
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 students to choose a particular pathway base on availability. However, both comprehensive high schools add A-G approved courses and/or CTE Pathways as teachers are certified to teach that course|The district has added two full-time academic counselors to assist students throughout their high school years in choosing 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 schools add A-G approved courses as teachers are certified to teach that course. 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|Met||2025-06-25|2025
45699970000000|French Gulch-Whiskeytown Elementary|7|All students have access to a broad course of study for each grade level. The Williams Act requires checking to be sure students have textbooks and materials for every student at every level. All students, from individual students with exceptional needs and unduplicated student groups, across all grade spans have core subject textbooks and materials, and access to music and ceramics class weekly.|All students have access to a broad course of study for each grade level. The Williams Act requires checking to be sure students have textbooks and materials for every student at every level. All students, from individual students with exceptional needs and unduplicated student groups, across all grade spans have core subject textbooks and materials, and access to music and ceramics class weekly. There is only one school site in the district.|The barrier that makes it hard to keep a broad course of study for the school, is the distance from the nearest large city, which is Redding Ca. This distance makes it hard for the school to keep instructors for music, art, or other courses of study. French Gulch-Whiskeytown has remedied this by using online music until a teacher was found and online Spanish class. The school has a hard retention rate for music due to distance. The school will continue to search for in person instructors as needed and continue to utilize online learning modes.|French Gulch-Whiskeytown has implemented online learning classes such as art, music, and Spanish. During the school year, the school was able to hire a music teacher, do online Spanish class with an instructor, and online art with the teacher. The school will continue to utilize all options to ensure a broad course of study for all students, including all unduplicated groups, and those with exceptional needs.|Met||2025-06-13|2025
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 Leader In Me framework and implementation  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 level|At this time, we do not have any identified barriers preventing 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||2025-06-16|2025
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. Teachers throughout the district have been piloting assessment system programs and will implement a K-8 grade system in the 2025-2026 school year to help identify students' strengths and areas of instructional focus.|All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Music is offered at the middle school PE is offered at both the elementary and middle school level|Providing 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 fully credentialed and special education staff has been an on-going challenge.|We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives. We will implement a new benchmark assessment database. A new math adoption will take place in the 2025-2026 school year.|Met||2025-06-13|2025
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||2025-06-18|2025
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 school wide  learner  outcomes  for  students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need 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 both the elementary and 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||2025-06-18|2025
45700520000000|Millville Elementary|7|The measures utilized by Millville School to track the extent to which all students have access to , are are enrolled in, a broad course of study are very basic: each student in each grade TK-5 is enrolled in a class whose teacher teaches a broad course of study. Students receive their own set of curricula and teachers have instructional schedules for their class during which they teach math, language arts (reading, writing, spelling, vocabulary), science, health, social studies, PE, art.|Millville School is a single school district that spans TK-8 with one class per grade. We do not need measures but simply anecdotal evidence gathered by administrative visits to the classroom to assure all students are participating in a broad course of study. All students in all classes have access to the same materials for all subjects.|Millville School sees no barriers in providing access to the core curriculum inclusive of math, language arts, social science, science, health, art, and pe. However, technical courses and languages continue to be offered to our middle school as an elective but time and resources are the preventive for those subjects to be taught daily and in the elementary grades.|Millville School will continue to offer technical courses and world languages to the middle school population as electives. We will also have lunchtime and after school clubs that teach technical courses to those interested students. We hosted a lunchtime robotics club and a lunchtime medical club to our middle and elementary students this year; we can continue to offer technical clubs to the middle and elementary grades and add a club that offers a technical course to our primary grade students.|Met||2025-06-11|2025
45700780000000|North Cow Creek Elementary|7|Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school-wide learner outcomes for students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels 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||2025-06-17|2025
45700860000000|Oak Run Elementary|7|For our small rural school with multi-grade level classes, the LEA will develop  locally developed master schedules, individual student learning plans, and teacher-developed instructional logs to track access to a broad course of study. These tools ensure that all students, including unduplicated student groups and individuals with exceptional needs, receive instruction across core content areas—English Language Arts, mathematics, science, social studies—as well as enrichment in visual/performing arts, physical education, and integrated technology. Access is monitored through regular review of instructional plans and student progress by the site administrator and teaching staff.|Using locally selected tools in the future such as the master schedule, individual learning plans, and instructional logs, Oak Run Elementary School District ensures that all students in our small, rural, multi-grade level classrooms have access to a broad course of study. All students receive instruction in the core academic subjects—English Language Arts, mathematics, science, and social studies—as well as physical education, visual and performing arts, and integrated technology.  Due to the single-site structure and small student population, there are no differences in access or enrollment across school sites. Instruction is personalized, allowing staff to adjust content and pacing based on individual student needs, including for unduplicated student groups and students with exceptional needs. Over time, the district has maintained consistent access to a broad curriculum and continues to enhance offerings through partnerships, digital resources, and project-based learning opportunities tailored to a multi-grade instructional model.|Due to a change in school leadership midyear during the 2024–2025 school year, the LEA was unable to fully implement the planned data collection tools to evaluate access to a broad course of study. As a result, no formal barriers were identified through local measures during this period. However, the LEA recognizes the need for consistent monitoring and has prioritized the implementation of these tools in the upcoming year to ensure equitable access and to identify and address any potential barriers affecting unduplicated students and those with exceptional needs.|Using locally selected tools in the future such as the master schedule, individual learning plans, and instructional logs, Oak Run Elementary School District will ensure that all students in our small, rural, multi-grade level classrooms have access to a broad course of study. All students receive instruction in the core academic subjects—English Language Arts, mathematics, science, and social studies—as well as physical education, visual and performing arts, and integrated technology.  Due to the single-site structure and small student population, there are no differences in access or enrollment across school sites. Instruction is personalized, allowing staff to adjust content and pacing based on individual student needs, including for unduplicated student groups and students with exceptional needs. Over time, the district has maintained consistent access to a broad curriculum and continues to enhance offerings through partnerships, digital resources, and project-based learning opportunities tailored to a multi-grade instructional model.|Met||2025-06-18|2025
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, and 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||2025-06-16|2025
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||2025-06-20|2025
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.|All students have access to a broad course of study for all students.|All students have access to a broad course of study.|Met||2025-06-20|2025
45701106117931|Monarch Learning Center|7|Aeries is our Student Information System|100% of our students are offered a broad course of study as noted in the Student information system under class scheduling|There are no barriers at this time.|The is no need for change at this time.|Met||2025-06-18|2025
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||2025-06-18|2025
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 (SUHSD) have broad access to a diverse range of courses and programs across all campuses. Each high school offers a core academic program aligned with A-G requirements, and students can enroll in Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, and elective courses that align with their academic and career goals. When a specific course or program—such as a specialized CTE pathway—is not available at a student’s home campus, the district provides transportation to other school sites, ensuring equitable access regardless of location.  SUHSD’s open course enrollment policy allows students to take classes at multiple campuses. Guidance counselors meet individually with students during pre-registration to support informed course selection. Counselors help students navigate course offerings, identify potential barriers, and connect them with appropriate resources to support access.  Locally collected data indicate strong participation in college and career preparatory programs, though differences in enrollment patterns persist. Sites with larger student populations, such as Foothill and Shasta High Schools, offer a wider array of elective and AP options compared to smaller campuses like Enterprise High School. The district monitors enrollment trends disaggregated by student group to ensure equitable access, with ongoing efforts focused on increasing participation among EL, foster youth,  low-income, SWD.|The Shasta Union High School District continues to face barriers that limit equitable access to a broad course of study. Without eligibility for concentration grants, SUHSD has limited financial flexibility to expand course offerings and supports, especially at smaller campuses.  Achievement gaps persist. Over half of SUHSD students are socioeconomically disadvantaged, with some sites serving higher numbers of English learners and foster youth. Despite targeted supports, disparities in A-G completion, CAASPP results, and AP participation remain, limiting access to rigorous coursework.  Course access is also impacted by section availability. Larger campuses can offer more flexibility in scheduling and electives, while smaller schools provide fewer options due to staffing and enrollment, increasing the risk of scheduling conflicts. Students can attend classes at other sites using district transportation, but travel and scheduling misalignment still present barriers.  Attendance and engagement also limit access. Schools with higher absenteeism and behavioral incidents struggle to maintain consistent participation. Although SUHSD provides 1:1 devices and WiFi-equipped buses, some students lack the out-of-school support to benefit fully.  To address these barriers, SUHSD is expanding intervention periods, increasing academic support, and monitoring access by student group. The district remains committed to ensuring all students can participate in a broad course of study.|Shasta Union High School District has implemented targeted actions to ensure all students have access to a broad and comprehensive course of study. The district provides a standards-aligned curriculum and 1:1 device access, supported by $470,000 for curriculum and $300,000 for student laptops. To meet the needs of English Learners, SUHSD employs certificated staff and offers designated EL courses, allocating $60,000 and $140,000, respectively.  To strengthen college and career readiness, SUHSD offers dual enrollment and articulated courses in partnership with Shasta College, investing over $4.9 million in Career Technical Education (CTE) programs. Advanced Placement (AP) opportunities continue to expand, backed by $1.7 million to support teacher training, course materials, and student participation.  Student engagement and success are further supported through the Student Success Academies, an in-school suspension program, and increased access to mental health services, which are provided by school psychologists and private providers, and are collectively funded at over $600,000. The district has also expanded the use of Response to Intervention (RTI) periods to deliver academic and social-emotional support during the school day.  Additional strategies include maintaining WiFi-equipped buses and providing staff with digital instructional tools to ensure continuity of learning. These efforts reflect SUHSD’s commitment to removing barriers and providing equitable access.|Met||2025-06-16|2025
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, Homework Club, 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||2025-06-11|2025
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.  SCA has only one site.|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||2025-06-05|2025
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||2025-06-23|2025
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 75 students, monitoring of student access and enrollment is not a difficult task.   Students are enrolled in or have access to daily P.E., and experiential learning, in addition to ELA, Math, Science and History.  The 2024-2025 school year will attempt to broaden the offering of classes for middle school and enhanced science activities for the lower grades utilizing the schools' new greenhouse and new curriculum, TWIG.  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.    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||2025-06-18|2025
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 meet 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, Dual 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 successfully 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.  Additionally, GUSD is expanding more on-site CTE offerings at the alternative high school, MLHS. 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 Students With Disabilities student subgroup is currently being reviewed in the district, Pre-K-12  Gateway offers a 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 continue 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.|In response to the 2025 GUSD Student Survey and other local measures, Gateway Unified School District is taking steps to ensure all students have access to a broad course of study. The District is refining Tiered Academic Supports to close skills gaps and provide targeted interventions, helping every student reach their full potential. Community liaisons continue to connect families with resources, promote communication, and address barriers to success. The District is also expanding the TK-12 Career Continuum, ensuring students explore and prepare for diverse post-secondary paths, including higher education and careers. Additionally, the District’s partnership with the local community college offers dual enrollment opportunities, enabling students to earn college credits while in high school. These actions demonstrate GUSD’s commitment to an inclusive and comprehensive education that addresses academic needs, fosters community partnerships, and expands college and career pathways for all students.|Met||2025-06-25|2025
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.  25-26 RPCS will implement iXL Math and iXL Reading.   - STAR Reading  - CBM Reading and Math  - Benchmark Writing Assessments 25-26 RPCS will implement new writing curriculum, Step Up 2 Writing.  - 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||2025-06-12|2025
46104620000000|Sierra County Office of Education|7|We use our master schedules and student information system (PowerSchool) to monitor student enrollment in a broad course of study across grade spans and student groups, including unduplicated students and individuals with exceptional needs. These tools allow us to regularly review course offerings and participation to ensure equity and access. Additionally, classroom instruction is monitored through routine walkthroughs to assess whether instructional practices and materials support access to a diverse and comprehensive curriculum. This includes access to core academic subjects as well as enrichment opportunities such as the arts, CTE, and physical education. Data is disaggregated, when possible, to ensure all student groups are equitably served.|Based on our locally selected tools such as master schedules, PowerSchool enrollment data, and reviews of instructional materials, all students have access to, and are enrolled in, a broad course of study. Standards-aligned resources and scheduling confirm that students in Grades TK–6 receive instruction in all core subjects, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education. In Loyalton, elementary students also benefit from weekly instruction in art and music, as well as gardenbased learning in the fall and spring months, enriching their educational experience and supporting a well-rounded curriculum. For Grades 7–12, students have access to these subjects as well as Foreign Language, Applied Arts, and Career Technical Education (CTE) where available. While most subject areas are equitably accessible across school sites and student groups, there is a difference in CTE access. Downieville does not currently offer a formal, in-person CTE pathway, which limits local options for career technical preparation. To help mitigate this, the district utilizes online platforms and partnerships to expand course offerings beyond what our small teaching staff can provide. We continue to explore opportunities to expand access, particularly in areas like CTE, to ensure all students can engage in a broad and rigorous course of study.|One of the primary barriers to providing all students with access to a broad course of study is the LEA's small size and the associated funding limitations. Creating master schedules that offer a wide range of competitive courses is especially difficult when working with high schools serving only 20 and 150 students across grades 7–12. In grades TK–6, monitoring tools indicate that the instructional time required for foundational literacy, mathematics, and mandated physical education often limits students’ ability to fully engage in other subject areas such as science, the arts, and social studies. In the primary grades, students receiving intensive reading intervention may have reduced access to enrichment subjects. For grades 7–12, barriers include teacher credentialing constraints and the limitations of a seven-period schedule (and block schedule in Downieville), which restrict the ability to expand electives, Career Technical Education, and other enrichment opportunities. Despite these challenges, the LEA continues to leverage online platforms and partnerships to increase access wherever possible.|ONLINE COURSES & EXPANDED ACCESS: In 2025–26, the LEA will continue expanding access to online learning opportunities through platforms such as Peak/FuelEd to provide a wider array of AP, elective, and credit recovery courses. This is especially critical for students at smaller school sites like ours, where in-person course offerings are limited. DATA-INFORMED INSTRUCTION: We will deepen our commitment to data-informed instruction through targeted professional development focused on using assessment data to adjust teaching practices, identify gaps in access, and improve student outcomes across subjects. SCHEDULING & SUPPORTS: To ensure greater access to college-prep and enrichment courses, we will reduce enrollment in low-level or remedial courses where appropriate and increase enrollment in rigorous coursework, embedding academic supports within the master schedule and general education classrooms when possible. EQUITY IN ACCESS: We will also monitor course-taking patterns by site, grade span, and student group (including unduplicated pupils and students with exceptional needs) to identify and address inequities in access and participation.|Met||2025-06-24|2025
46701770000000|Sierra-Plumas Joint Unified|7|We use our master schedules and student information system (PowerSchool) to monitor student enrollment in a broad course of study across grade spans and student groups, including unduplicated students and individuals with exceptional needs. These tools allow us to regularly review course offerings and participation to ensure equity and access. Additionally, classroom instruction is monitored through routine walkthroughs to assess whether instructional practices and materials support access to a diverse and comprehensive curriculum. This includes access to core academic subjects as well as enrichment opportunities such as the arts, CTE, and physical education. Data is disaggregated, when possible, to ensure all student groups are equitably served.|Based on our locally selected tools such as master schedules, PowerSchool enrollment data, and reviews of instructional materials, all students have access to, and are enrolled in, a broad course of study. Standards-aligned resources and scheduling confirm that students in Grades TK–6 receive instruction in all core subjects, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education. In Loyalton, elementary students also benefit from weekly instruction in art and music, as well as garden-based learning in the fall and spring months, enriching their educational experience and supporting a well-rounded curriculum.  For Grades 7–12, students have access to these subjects as well as Foreign Language, Applied Arts, and Career Technical Education (CTE) where available. While most subject areas are equitably accessible across school sites and student groups, there is a difference in CTE access. Downieville does not currently offer a formal, in-person CTE pathway, which limits local options for career technical preparation. To help mitigate this, the district utilizes online platforms and partnerships to expand course offerings beyond what our small teaching staff can provide. We continue to explore opportunities to expand access, particularly in areas like CTE, to ensure all students can engage in a broad and rigorous course of study.|One of the primary barriers to providing all students with access to a broad course of study is the LEA's small size and the associated funding limitations. Creating master schedules that offer a wide range of competitive courses is especially difficult when working with high schools serving only 20 and 150 students across grades 7–12. In grades TK–6, monitoring tools indicate that the instructional time required for foundational literacy, mathematics, and mandated physical education often limits students’ ability to fully engage in other subject areas such as science, the arts, and social studies. In the primary grades, students receiving intensive reading intervention may have reduced access to enrichment subjects. For grades 7–12, barriers include teacher credentialing constraints and the limitations of a seven-period schedule (and block schedule in Downieville), which restrict the ability to expand electives, Career Technical Education, and other enrichment opportunities. Despite these challenges, the LEA continues to leverage online platforms and partnerships to increase access wherever possible.|ONLINE COURSES & EXPANDED ACCESS: In 2025–26, the LEA will continue expanding access to online learning opportunities through platforms such as Peak/FuelEd to provide a wider array of AP, elective, and credit recovery courses. This is especially critical for students at smaller school sites like ours, where in-person course offerings are limited.  DATA-INFORMED INSTRUCTION: We will deepen our commitment to data-informed instruction through targeted professional development focused on using assessment data to adjust teaching practices, identify gaps in access, and improve student outcomes across subjects.  SCHEDULING & SUPPORTS: To ensure greater access to college-prep and enrichment courses, we will reduce enrollment in low-level or remedial courses where appropriate and increase enrollment in rigorous coursework, embedding academic supports within the master schedule and general education classrooms when possible.  EQUITY IN ACCESS: We will also monitor course-taking patterns by site, grade span, and student group (including unduplicated pupils and students with exceptional needs) to identify and address inequities in access and participation.|Met||2025-06-24|2025
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.  In order to endure a Broad Course of Study the LEA has implemented extra curricular experiences and also ensured that teachers have appropriate instructional materials for the students.|Met||2025-06-25|2025
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. 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 tracked in our SIS, our list of available courses (in person and online), and student and parent responses to survey questions regarding availability of courses, availability of materials, resources, and support, and how well GECS is preparing students for their future.|Students at GECS have access to and are enrolled in a broad course of study, shown by breadth and diversity of course enrollment in our student information system (Oasis), schedules of offered courses through independent study and learning centers, and A-G course lists. The course offerings have expanded to include online classes as well as in person and independent study. Previously, we had limited options for CTE courses in our North County program; we are continuing to expand CTE options in North County each year. The options for online synchronous instruction has also increased opportunities for independent study students. From the parent survey, 94% of parents responded that class offerings met or mostly met their students’ needs and 94% of students agree or strongly agree that GECS is preparing them for their future, including college and career opportunities. Furthermore, 91% of parents and 99% of students agree that GECS is providing the necessary learning opportunities, materials and support for students to receive a quality, standards-based education.|One barrier has been staffing all the courses to provide a broad course of study. This has been particularly difficult for CTE and visual and performing arts. Additional barriers include geography, transportation, and unreliable internet access in some parts of the county. To overcome the transportation barrier, GECS offers a variety of online courses, including synchronous math classes for grades 2 - 12, online enrichment classes for TK-8, and high school science classes. Over the past three 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. Last year, we added a middle school writing class as well as high school history and world language to the math and science courses offered online, and in the coming year we are adding an online English class.|In response to the analysis of student and parent survey results, we have expanded the availability of courses offered in a flexible/online format. Next year we will add an online high school English course and an additional online Integrated Math I course to meet the growing need for online math instruction. Furthermore, stakeholder feedback has influenced the following goals/priorities: Strengthen RTI and tutoring supports, especially in Math and ELA, by ensuring students who are behind receive timely, targeted intervention, both in-person and online. Improve communication and structure for online and independent study courses by clearly outlining course offerings, weekly pacing expectations, and progress feedback. Expand curriculum-based parent trainings and learning supports, such as how to support reading or Singapore Math at home, offered in accessible formats (e.g., videos, live sessions, in-person, online). Ensure classroom structure supports both rigor and flexibility by applying Universal Design for Learning (UDL) principles—providing multiple means of engagement, representation, and expression. Maintain access to engaging electives and hands-on authentic learning experiences not mediated by technology, including field trips and real-world applications, with particular attention to students in independent study. We plan to update our internet hotspots that will provide higher quality internet that is available in more remote locations through different carriers.|Met||2025-06-12|2025
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||2025-06-26|2025
47701850000000|Big Springs Union Elementary|7|Big Springs Elementary Union School District utilizes a locally developed Self-Assessment Tool to monitor access to and enrollment in a broad course of study, confirming that 100% of students currently have full access across all grade spans. There are no differences across school sites, as the district operates a single-school site, ensuring consistency in program access for all student groups, including unduplicated pupils and students with exceptional needs. The district offers a broad curriculum that includes core academics, fine arts (through a contracted art teacher), athletics, and a robust after-school program, which supports equitable access and enrichment. All students also benefit from 1:1 Chromebook access and state-adopted instructional materials, further supporting access across content areas. Progress over time has been steady, with consistent access maintained and improvements noted in technology integration and instructional supports, ensuring all students remain enrolled in a comprehensive and inclusive course of study.|Big Springs Elementary Union School District utilizes a locally developed Self-Assessment Tool to monitor access to and enrollment in a broad course of study, confirming that 100% of students currently have full access across all grade spans. There are no differences across school sites, as the district operates a single-school site, ensuring consistency in program access for all student groups, including unduplicated pupils and students with exceptional needs. The district offers a broad curriculum that includes core academics, fine arts (through a contracted art teacher), athletics, and a robust after-school program, which supports equitable access and enrichment. All students also benefit from 1:1 Chromebook access and state-adopted instructional materials, further supporting access across content areas. Progress over time has been steady, with consistent access maintained and improvements noted in technology integration and instructional supports, ensuring all students remain enrolled in a comprehensive and inclusive course of study.|While Big Springs Elementary Union School District currently reports 100% access to a broad course of study for all students, locally selected measures such as the Self-Assessment Tool and stakeholder feedback have identified barriers that could affect sustained access over time. One key barrier is the challenge of supporting new and intern teachers in effectively delivering all elements of the curriculum, which has required additional induction support and mentorship structures. Another concern is the limited availability of specialized staff to provide differentiated instruction, particularly for English learners and socioeconomically disadvantaged students who may require targeted academic support. The district also noted that initial low usage of adopted curriculum materials indicated a need for deeper professional development to ensure consistent implementation across classrooms. Lastly, limited funding and staffing flexibility can restrict expansion of enrichment programs or elective offerings, especially in a small, rural district with a single school site.|1.  The LEA is utilizing the SARC and quarterly Williams' Reports to track student access to a broad course of study.  2.  At this time, local measures indicate that 100% of students have access and are enrolled in a broad course of study.  3.  Barriers are that there is not up to date curriculum, as new math adopted curriculum is not available yet.   4.  The LEA plans to check the status of curricula to ensure it is standards-aligned and current.|Met||2025-06-11|2025
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||2025-06-17|2025
47702010000000|Butteville Union Elementary|7|BUESD uses enrollment, attendance, academic data, and individualized educational plans (IEPs) to track student access to a broad course of study across all grade spans, unduplicated student groups, and students with exceptional needs. The district implements state-adopted curriculum aligned with Common Core standards and enhances learning opportunities through elective classes for grades 4-8, art and music for TK-3rd grade, and expanded access via summer and after-school programs. Ninety-four percent of staff and 72% of students believe that the enrichment programs are an integral part of learning.|Beyond core curriculum subjects, the school elective program offers art, sewing, performing arts, marimba, crocheting, 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. Butteville also provides age appropriate and state mandated health education classes covering six content areas of health education: nutrition and physical activity; growth, development, and sexual health; injury prevention and safety (DARE); alcohol, tobacco  (TUPE), and other drugs; mental, emotional, and social health (SEL); and personal and community health.|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.|BUESD staff continues seeking opportunities to expand student access to a broad course of study through ongoing improvements to the elective program by hiring qualified instructors and enhancing course offerings. Regular assessment and analysis of student performance data identifies gaps in course access and success rates, informing funding allocation and the creation of support structures including after-school programs, elective programs, and summer enrichment opportunities through ELOP. The district has been earmarked for Proposition 51 funds for new school construction and modernization, with three additional classrooms planned to reduce barriers created by high demand for the multi-use gymnasium and further expand learning opportunities for all participating students.|Met||2025-06-24|2025
47702270000000|Delphic Elementary|7|Delphic only has three classrooms and all students have access to a broad course of study.|Delphic only has three classrooms and all students have access to a broad course of study.|The barriers to expanding a broad course of study include the rural nature of the district and access to world language offerings.|Delphic will continue to utilize online resources to offer students a broad course of study.|Met||2025-06-11|2025
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||2025-06-30|2025
47702500000000|Dunsmuir Joint Union High|7|Testing annually, project-based learning, community-based projects, Dual enrollment, Edgenuity.|Dual enrollment with College of the Siskiyou's, On-Campus classes and via Edgenuity.|Not Applicable|Continue to experiment, and make more robust the above mentioned programs.|Met||2025-06-25|2025
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 the administrative report card.|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.|Met||2025-06-23|2025
47703260000000|Grenada Elementary|7|Grenada Elementary School District (GESD), a single-school district serving grades TK–8, utilizes multiple tools to monitor access to a broad course of study for all students, including unduplicated pupils and students with exceptional needs. These tools include Aeries student information system reports, teacher schedules, and instructional program audits aligned to Education Code Sections 51210 and 51220. Each student is enrolled in all core academic subjects: English Language Arts (ELA), English Language Development (ELD) as applicable, mathematics, science (NGSS), history-social science, visual and performing arts, and physical education.  Access to standards-aligned instructional materials is monitored through annual Williams sufficiency reviews. Students with disabilities receive core instruction with necessary supports in inclusive settings. While GES currently does not offer World Language instruction due to staffing constraints, the district ensures all other state-defined subjects are available to all students.|All GESD students, including those in unduplicated groups and with exceptional needs, have full access to a broad course of study in compliance with state mandates. There are no disparities between student groups or grade spans, as each classroom reflects the same curriculum access.  Professional development ensures teachers are equipped to deliver standards-aligned instruction. The district collaborates with Siskiyou County Office of Education (SCOE) to provide training in ELA, math, NGSS science, and arts integration, in addition to curriculum specific profesional development. Physical Education instruction meets state-mandated minutes and is monitored through classroom schedules and principal walkthroughs.  Students are supported through small-group intervention, enrichment activities, and tutoring. While GES does not currently offer World Language, the district is actively exploring feasible online or part-time instructional options.|As a small, rural district with limited staffing and resources, GESD faces challenges in offering a comprehensive World Language program.  Hiring a part-time credentialed World Language teacher has proven difficult due to geographic and budgetary constraints. Despite this limitation, GESD ensures that all other subject areas defined by EC Sections 51210 and 51220 are delivered equitably. Instructional materials are aligned to state standards and distributed to every student. Inclusive instructional practices ensure that students with disabilities and those from historically underserved groups receive access to the general education curriculum alongside their peers.  No other access barriers were identified in 2024–25. All students participated in a complete academic schedule supported by licensed educators and aligned instructional resources.|To expand course access, GESD will continue pursuing viable solutions for providing World Language instruction, including implementing online platforms or collaborating with nearby districts or SCOE for shared services.  The district will maintain its focus on early intervention and academic support through tutoring and intervention groups in both ELA and math. Additionally, GESD will expand SEL integration and access to arts and enrichment activities through community partnerships and grant-funded programs.  While no English learners are currently enrolled, GESD remains prepared to provide equitable access to all students, including English learners, in compliance with EC Section 60811. Any future ELs will receive appropriate ELD services and be fully included in the standard academic program, including college and career preparatory pathways, without barriers.  GESD will continue to monitor student access through ongoing reviews of enrollment, course offerings, and educational equity to ensure all students benefit from a broad and rigorous course of study.|Met||2025-06-26|2025
47703340000000|Happy Camp Union Elementary|7|||||Not Met|||2025
47703590000000|Hornbrook Elementary|7|As a small K-8 district, Hornbrook Elementary School District (HESD) 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 TK-8 s 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, specials classes are offered  in entrepreneurship, health , music, and art. All IEP eligible students currently receive contact minutes with a certified special education teacher according to the minutes outline in the IEP documents. This year, HESD 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.  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 limited 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 new guitars, media and supplies for classroom art, and high-interest library books. In order to meet the state requirements for world language instruction, HESD has worked with digital curriculum suppliers. 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||2025-06-19|2025
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.|We are working to implement career exploration activities with the implementation of a Strong Workforce grant program.|Met||2025-06-26|2025
47703750000000|Klamath River Union Elementary|7|All students are enrolled in a broad course of study.|Because Klamath River only has 6 students and all are in the same program, all students have access and are enrolled in a broad course of study.|The only barrier for the LEA in providing a broad course of study is the rural location of the school district|The LEA will continue to recruit highly qualified staff and implement retention measures of current staff to ensure students have access to a broad course of study.|Met||2025-06-26|2025
47703830000000|Little Shasta Elementary|7|Little Shasta Elementary uses enrollment data, master schedules, and instructional minutes to ensure that all students have access to a broad course of study across grade levels. We also monitor student access through regular teacher input, curriculum inventory, and Quarterly Williams Reports. These tools help us confirm that all students, including unduplicated students and those with exceptional needs, are receiving equitable access to curriculum and instruction.|All students at Little Shasta Elementary have access to and are enrolled in a broad course of study, including English Language Arts, mathematics, science, social studies, visual and performing arts, and physical education. There are no differences in access across grade spans or student groups, as we are a single-site school with a small student population. Curriculum is purchased at a level that exceeds enrollment, ensuring all students have necessary materials. There have been no complaints or reports of lack of access.|There are currently no barriers preventing access to a broad course of study for students at Little Shasta Elementary. With enrollment consistently below 20 students total, we are able to meet all students’ needs effectively. Materials and curriculum exceed enrollment needs, and specialized services are in place for students with exceptional needs.|We will continue to monitor access through our existing tools and reports and ensure our curriculum remains aligned with state standards. We regularly review instructional practices and resource availability to ensure all students are receiving a full educational experience. No major revisions are needed at this time, but we remain committed to continuous improvement and will adjust if student needs change.|Met||2025-06-25|2025
47704090000000|McCloud Union Elementary|7|The current enrollment of students is 56, and there are only four classrooms. It is easy to visually see the materials and directly count them. The admin is the person in charge of ordering materials for all of the classrooms; therefore, they have the inventory readily available and can also order more materials as needed or requested.  No complex system of tracking is necessary for a school so small and a building equally small. Every student has a textbook, necessary materials, and 1:1 technology at every grade level.|The LEA is a one-school district. Every student is offered reading, math, language, writing, history, science (in accordance with the NGSS standards), art, music, physical education (PE), and additional supplemental classes throughout the year. Additionally, students received special instruction in DARE, Positive Prevention, Anti-Bullying Prevention, Tobacco Education, lab science, counseling services, and Gifted and Talented Education.|Currently, there are no barriers to the LEA providing a broad course of study.|No revisions are needed, as the LEA provides a comprehensive course of study for all students, along with various additional courses, to ensure a well-rounded education.|Met||2025-06-20|2025
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||2025-06-07|2025
47704250000000|Mt. Shasta Union Elementary|7|All students are enrolled in a broad course of study. Each site has a student study team that helps identify any student that may be having difficulty and tries to develop a plan to address those needs.|There are no differences in curriculum access between school sites and student groups.|All students are enrolled in a broad course of study. There are no barriers to providing access.|The district will continue to monitor course offerings and the access all students have to every course.|Met||2025-06-18|2025
47704580000000|Seiad Elementary|7|||||Not Met For Two or More Years|||2025
47704660000000|Siskiyou Union High|7|Utilizing our course catalogues, Calpads completion rates for both CTE and A-G, our District utilizes data to evaluate access and success with a broad course of study.  Student data is tracked as overall and disaggregated groups.    Per our data, all students have access to and are scheduled and supported in  a broad course of study.|Students across all four of our school sites have access and are enrolled in a broad course of study.  Utilizing highly qualified staff, shared across District programs ensure that all students have highly qualified instructors.  Further, students access culturally relevant programming through community partners that enhance the available coursework at each site.  In addition, a comprehensive dual enrollment program, in partnership with College of the Siskiyous is being built.|Barriers still continue to exist for our special education students in completion of A-G curriculum.   Through the LCAP and grant process, we have increased our tutoring, marketing and support services to not only enroll but support students to completion that are not accessing the broad course of study.|Through our data collection, we have identified that dual enrollment opportunities need to be expanded and marketed.  We have identified and assigned staffing on each school site to support these efforts.  In addition, wellness centers have been established at each school site, staffed with caring adults that support students to access supports in their enrollment and completion of a high quality broad course of study.|Met||2025-06-25|2025
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||2025-06-26|2025
47704900000000|Willow Creek Elementary|7|Willow Creek Elementary School District uses a combination of master schedules, teacher assignment records, classroom rosters, and curriculum maps to track student access to a broad course of study. These tools ensure that all students, including unduplicated students (English learners, foster youth, and low-income students) and students with exceptional needs, are enrolled in core and enrichment subjects as outlined in California Education Code.  Student access is monitored across the following subjects: English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, and Visual and Performing Arts. Teachers complete annual course coverage documentation, and school leadership reviews instructional minutes and lesson plans to confirm consistent access across classrooms and student groups.  For students with IEPs, access is verified through individualized education plans, service logs, and general education class schedules to ensure appropriate inclusion and participation in the full range of content areas. Instructional aides and support staff are assigned accordingly to promote access.  The district also tracks participation in field trips, performances, and integrated enrichment activities, particularly for unduplicated student groups, to confirm equal opportunity for learning beyond the core subjects. These tools help identify any gaps and ensure equity in access across grade levels and subgroups.|All students in Willow Creek Elementary School District have access to a broad course of study that includes English Language Arts, Math, Science, History-Social Science, Physical Education, and the Arts. Master schedules, classroom rosters, and IEP records confirm that students across all grade levels, including unduplicated pupils and students with disabilities, are enrolled in all required subjects.  The district operates one school, ensuring consistent access across all grade spans. Instructional aides and support staff are assigned to help students with exceptional needs fully participate in the general education curriculum. Enrichment activities such as art, music, field trips, and performances are integrated into the instructional program and offered to all students, with participation tracked to ensure equity.  Over time, the district has improved access by increasing time dedicated to science and social studies and expanding opportunities for hands-on learning and creative expression. All student groups receive instruction aligned to state standards, and efforts continue to ensure balanced, inclusive access to the full curriculum.|Based on local data and self-reflection, Willow Creek Elementary School District has identified the following barriers to providing full access to a broad course of study for all students:  Limited Staffing and Small Size: As a small, single-school district, staffing constraints limit the ability to offer specialized instruction in subjects such as visual and performing arts, health education, and world languages. Multi-grade classrooms also require teachers to prioritize core content, reducing time for enrichment subjects.  Time Constraints in the Instructional Day: With a focus on ELA and math interventions, particularly for unduplicated students and those needing academic support, instructional time for science, social studies, and the arts is sometimes reduced.  Resource Gaps: Limited funding impacts the district’s ability to purchase materials, equipment, and programs that support a broader range of subjects, particularly for hands-on learning in science, art, and music.  Access to Specialized Services: Students with exceptional needs may not always receive timely access to specialized instruction in non-core areas due to the need to prioritize IEP-related goals and support services.  The district is actively exploring scheduling adjustments, community partnerships, and targeted use of funding to address these barriers and expand access for all students.|In response to the identified barriers, Willow Creek Elementary School District is implementing several actions to ensure all students have access to a broad course of study:  Integrated Enrichment in Core Subjects: Teachers are embedding science, social studies, and the arts into ELA and math lessons to maximize instructional time while ensuring exposure to a broad curriculum.  Expanded Use of Community Resources: The district is partnering with local organizations and volunteers to provide enrichment in music, visual arts, and STEM activities, helping to fill gaps caused by limited staffing.  Targeted Scheduling Adjustments: Instructional schedules are being revised to protect time for science and history-social science, especially in upper grades, without reducing core instructional minutes.  Professional Development: Teachers are receiving support to deliver cross-curricular lessons that meet multiple content area standards and promote engagement through hands-on learning.  Inclusive Planning for Students with Disabilities: IEP teams are ensuring students with exceptional needs have equal access to all content areas by coordinating support schedules to align with enrichment offerings.  These actions support the district’s commitment to providing a well-rounded education for all students, regardless of background or ability.|Met||2025-06-24|2025
47705080000000|Yreka Union Elementary|7|YUSD uses student enrollment data, master schedule, and Individualized Education Program (IEP) reviews to monitor access to a broad course of study across all grade spans. As a small district, staff conduct regular reviews of course offerings and student participation, disaggregated by unduplicated student groups and students with exceptional needs, to ensure equitable access and address any gaps.|Based on locally selected measures, all students in YUSD have access to a broad course of study, with consistent enrollment across grade spans and student groups. While there are no significant differences in access among school sites, ongoing monitoring ensures that unduplicated and exceptional needs students continue to receive equitable opportunities, and progress over time shows steady improvement in course participation for all groups.|The primary barriers preventing full access to a broad course of study include limited staffing and resources due to the district’s small size, which restricts the variety of course offerings. Additionally, scheduling constraints and lack of specialized programs may limit opportunities for unduplicated and exceptional needs students to fully participate in certain subjects.|In response to these findings, YUSD will leverage online programs to expand course offerings and specialized services. The district will also continue to recruit highly trained staff.|Met||2025-06-24|2025
47705160000000|Yreka Union High|7|At YHS, this is managed by our academic counselors. They meet with every student to help select appropriate classes ensuring they all have access to and are enrolled in a broad course of study. At our Alt-Ed sites, the same is done by our principal who ensures students have access to and are enrolled in a broad course of study.|Our traditionally enrolled students at YHS have access to all of our classes offered in a traditional manner. Our independent study students at YHS and our Alt-Ed students have access to a broad course of study through Edmentum which is our primary means of instruction for these students.|There are no barriers for any students groups throughout the LEA from having access to a broad course of study.|There are no new actions, decisions, or revisions that we are implementing as we continue to provide access to a broad course of study for 100% of our students.|Met||2025-06-18|2025
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 working to provide 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 programs.|Met||2025-06-25|2025
47764550000000|Scott Valley Unified|7|See number 4.|See number 4.|None identified at this time.|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 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.|Met||2025-06-25|2025
48104880000000|Solano County Office of Education|7|1.	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 2024-2025 school year and beyond, SCOE continues to partner with Solano County Probation to provide meaningful opportunities and access at the Juvenile Detention Facility.|2.	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 with 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 Juvenile Court and Community School (JCCS) programs.|Met||2025-06-25|2025
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 and Advanced Placement courses.  We partner with Solano Community College to provide opportunities for our high school students to 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.  ELITE is also creating opportunities for students to explore vocations through our partnership with Healthy Vallejo. ELITE will continue to develop partnerships to provide students diverse experiences that will prepare them for college and career.|Met||2025-06-10|2025
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.|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, 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||2025-06-17|2025
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 of specifically tracking 9th grade students is to intervene early should students fall behind in 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 Multilingual Language 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: 35%; 10-12th Grade AP Enrollment: 40.5%; CTE Pathway Completion: 5.3%. At the elementary level, students receive daily Universal Access (UA) 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. Elementary students also have 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 percentage makeup of the school’s demographics; however, the number of Latino, socio-economically disadvantaged, and EL/R-FEP students who pass AP exams is lower than that of their white and non-socio-economically disadvantaged peers.|Dixon Unified has significantly expanded Advanced Placement offerings in the last few years. There are now 14 different AP courses offered in myriad subject areas. This expansion has provided significantly more access to students interested in pursuing advanced study. In Career Technical Education, Dixon High School offers courses in four pathways: Agricultural Science, Agricultural Mechanics, Floral Design, and Multimedia Arts. These programs are supported by several funding streams and plans, including the LCAP and Categorical funding, 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 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.|Met||2025-06-26|2025
48705320122267|Dixon Montessori Charter|7|Master Schedule and Course Rosters: Reviewed annually to verify that all K-8 students are enrolled in a course of study aligned with the California Education Code. These rosters reflect access to English Language Arts, mathematics, science, social studies, visual and performing arts, physical education, and social-emotional learning.  Student Information System (SIS): Used to track enrollment in required subjects and participation in supplemental programs, such as Universal Access (UA) groups, special education services, and English Learner supports.  IEP and 504 Plan Review: Ensures that students with exceptional needs are receiving accommodations and services that support their access to the full curriculum. Annual IEP meetings and progress monitoring data confirm compliance and alignment with grade-level standards.  ELD Tracking System: Identifies English Learners and monitors their progress in designated and integrated English Language Development, ensuring consistent access to core content.  Program Participation Data: Tracks student access to enrichment opportunities including art, music, PE, intervention, clubs, and experiential learning events.|Based on our master schedule review, student information system reports, and program participation data, all students at Dixon Montessori Charter School have access to and are enrolled in a broad course of study that meets or exceeds the requirements of the California Education Code.  In grades 1–5, students receive daily instruction in English Language Arts, mathematics, and physical education, as well as regularly scheduled instruction in science, social studies, and visual and performing arts. Social-emotional learning is integrated using the Second Step curriculum, and enrichment opportunities such as art, music, and garden science are delivered on a rotating basis through Universal Access (UA) blocks.  In grades 6–8, students follow a departmentalized schedule that includes core content areas—ELA, math, science, and social studies—alongside enrichment courses such as physical education, art, advanced math, Spanish, and leadership.   All student groups, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, are enrolled in the full academic program. Students with IEPs receive push-in, pull-out, and co-teaching supports as outlined in their plans, ensuring meaningful access to core and enrichment instruction. English Learners receive both designated and integrated English Language Development (ELD), as monitored through our ELD|Music, foreign language, and hands-on STEAM experiences like robotics —is limited by staffing capacity and credential coverage. Expanding offerings requires hiring specialized staff, which can be challenging given budgetary constraints and credentialing requirements in a small charter setting.  We also have space limitations.|Continue to provide a high level of access to a broad course of study for all students.|Met||2025-06-10|2025
48705400000000|Fairfield-Suisun Unified|7|The District used a self-assessment tool developed by the Educational Services department. The District identified the number of course titles available at each school and identified if students who are English learners, foster youth, socio-economically disadvantaged, or have special needs are able to access the course of study. At comprehensive high schools, students have a choice of courses and their preferences help determine the courses offered. Course enrollment and course performance data is tracked at the District and site level using the tools available in Aeries, the District’s student information system.|Elementary students are provided instruction using the Board adopted core curriculum for English, math, science, and social studies. Students also receive 200 minutes of physical education every 10 days. Within the instructional learning block, 30 minutes of ELD instruction are provided daily. KI Jones offers the 3rd - 5th grade GATE Magnet program.  All GATE identified students have an Individual Learning Plan.  Middle grade students are enrolled in the core classes of English, math, science, and social studies. All comprehensive middle schools offer support courses in ELA and math, as well as GATE/Honors courses. Students have daily physical education and the option of a foreign language elective. Middle grade students who attend a K-8 school do not have access to a foreign language elective. An introductory Career Technical Education (CTE) elective course is offered at three of our comprehensive middle schools and one school of choice. Career Technical Education (CTE) is not offered at our K-8 schools.   High school students are able to annually submit course requests on which the master schedule is built. 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 receiving special education services or needing ELD instruction often have less access to CTE and other elective classes due to required courses associated with their program.|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 foreign 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 2024/25 school year, the District allocated Learning Recovery Emergency Block Grant funds and A-G Improvement Grant funds to provide additional sections at the middle and high schools so that students could enroll in support classes and elective classes.  In addition, the District increased the number of CTE pathways available to students.  These actions have resulted in additional CTE sections at the comprehensive high schools.  In 2019, FSUSD offered 69 sections of CTE at the comprehensive high schools.  Currently, FSUSD offers 88 sections of CTE at the comprehensive high schools.|With the additional resources from the Arts and Music in Schools (Proposition 28) funding, the District was able to expand the variety and frequency of VAPA instruction.  These funds will also support the continued growth of after-school and specialized arts programs, ensuring every student has access to high-quality arts education.   FSUSD is implementing MTSS, which when successfully implemented, can support more students having access to a broad course of study.   FSUSD has expanded CTE opportunities at the high schools. Using Career Technical Education Incentive Grant funds, students now have the opportunity to participate in a Stagecraft pathway that began in the 2024/25 school year at one of the comprehensive high schools.   The District has worked to provide 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.   Actions identified in the LCAP 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 District will continue to analyze data with the goal of identifying potential solutions to barriers, particularly for students who are low income, foster youth or English learners.|Met||2025-06-26|2025
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 who 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.|The graduation rate in Travis Unified far outpaces that of local districts and the state of California.  Over 98% of students graduate.  High school students have access to advanced course offerings, a number of electives, and CTE courses.  Additional access is provided in the form of academic support, including after school tutoring, and credit recovery strategies.   Passing rates for Algebra 1, which we have identified as a key predictor to continued high school success, continue to rise.  At the elementary level, students have access to art and music offerings in addition to their core subject areas.  Specialized physical education teachers are in place to provide access to high quality physical activity for our students.    In 2025-26, all 6th grade students will move to our middle school, Golden West.  One of they key factors in the decision to move 6th grade to the middle school was the access this would provide students to the robust elective program offered at the school.  Students will have access to courses in computer programming, music, and the arts, among others.|While our graduation rates remain high, we still have work to do with regard to other outcome data, specifically the College/Career Indicator.  We are working with our secondary teams to increase participation in advanced classes, a-g electives, and CTE courses to ensure more students graduate college and career ready.|In response to our current data,  some examples of what TUSD is doing to ensure access to a broad course of study include:  -Partnering with UC Davis C-STEM to blend computing and robotics into math courses. These courses are at both Golden West Middle School and Vanden High School.  -Adding a new CTE pathway at Vanden (mechatronics).  -Partner with Solano County Office of Education to provide coaching and professional development in the implementation of the new CA Math Framework.   -Professional development specific to meeting the needs of multilingual learners.  -Working with middle and high school counselors to ensure students and families understand and engage with the various CTE pathways.  -Bringing together general and special education staff to ensure high quality first instruction is happening in all classrooms.  -Enhancing guidance systems to ensure students and families are fully aware of all educational options available to them.|Met||2025-06-17|2025
48705730000000|Vacaville Unified|7|We follow the Williams compliance procedures to ensure that all students—including unduplicated students and those with exceptional needs—have equitable access to essential resources. In addition, we conduct an annual review of master schedules across all school sites to confirm that students are provided with a broad and diverse selection of course offerings. We are also committed to encouraging student participation in rigorous academic pathways, including Advanced Placement (AP) and Career and Technical Education (CTE) courses, to support college and career readiness for all learners.|All students in our district, including unduplicated student groups and individuals with exceptional needs, are provided equitable access to a comprehensive and enriching educational experience across all grade levels.  Elementary Schools (Grades K–6): - Students in our elementary schools have access to: - AVID curriculum and instructional strategies - Board-approved instructional materials - Instruction in the arts, including music and visual arts - Physical education programs - Teachers who receive ongoing professional development in key areas such as AVID, Early Literacy, English Language Development (ELD), Guided Language Acquisition Design (GLAD), Professional Learning Communities (PLC), and SpringBoard  Secondary Schools (Grades 7–12): - Students in our secondary schools benefit from access to: - AVID curriculum and college-readiness support - Board-approved instructional materials - A diverse course catalog that informs students and families of a wide range of college and career pathways - A growing number of college-equivalent course options, including Advanced Placement (AP) courses - Increased opportunities for dual and concurrent enrollment - Expanding access to Career and Technical Education (CTE) pathways - Teachers supported through ongoing professional development in areas such as AVID, CTE, ELD, PLCs, and subject-specific initiatives like the UC Davis Math and History Projects|While our district is dedicated to ensuring equitable access to a broad and rigorous course of study for all students, several persistent barriers continue to impact full participation. Transportation limitations can prevent students from engaging in extended learning opportunities and after-school programs. Staffing shortages, particularly in specialized areas like Career and Technical Education (CTE), Advanced Placement (AP), and special education, may restrict course offerings or limit enrollment. At the secondary level, scheduling conflicts sometimes prevent students from accessing their preferred or required classes. Additionally, some families—especially those from unduplicated student groups—may lack adequate information about the full range of academic opportunities available, such as AP, dual enrollment, and CTE pathways. Finally, English learners and students needing academic support are often placed in remedial or language development courses, which can limit their access to electives and enrichment opportunities. The district remains committed to identifying and addressing these challenges through improved communication, strategic staffing, flexible scheduling, and expanded student supports.|To ensure all students have equitable access to a broad course of study, the district is implementing several targeted strategies and expanding current initiatives. We are committed to removing barriers that may limit access by continuing to broaden the availability of key academic resources and opportunities. A central focus will be on proactive outreach efforts, led by staff such as administrators, counselors, student support specialists, and reengagement specialists. These teams will engage directly with students from underrepresented groups—including unduplicated student populations and students with exceptional needs—to ensure they are fully informed about and supported in accessing the district’s diverse educational offerings.  In addition to outreach, we are taking deliberate steps to create an inclusive and supportive school environment that values and reflects the diversity of our student body. This includes ensuring equitable access to instructional resources, expanding academic and career pathways, and offering robust counseling and guidance services to assist students in navigating their educational and postsecondary options. These combined efforts aim to eliminate opportunity gaps and promote full participation in a rich and well-rounded course of study for every student.|Met||2025-06-26|2025
48705730129494|Kairos Public|7|We use the data from our annual school climate survey to guide and inform our strategic actions and LCAP goals. The high percentage of students feeling safe (90.4%) and recognizing caring adults (87.9%) underscores the effectiveness of our current safety and support initiatives, but the 5% who feel unsafe indicates a need for targeted interventions to address specific concerns. The strong alignment (98%) with our Expected School-wide Learning Results (ESLRs) highlights the success of our programs in fostering essential skills. This data drives specific actions at each academy site, such as implementing additional safety measures, enhancing support systems, and refining educational programs to further improve critical competencies. Staff at each site use this information to continuously monitor progress and develop improvement strategies, ensuring that our environment remains safe, supportive, and conducive to learning.|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||2025-06-18|2025
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. We have expanded Career Tech Ed learning opportunities for our student 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||2025-05-22|2025
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 are also in the process of developing a new Public Safety pathway. 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.|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||2025-06-12|2025
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, PLC SpringBoard, 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, student support specialists, mental health clinician 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||2025-06-12|2025
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.|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||2025-06-18|2025
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||2025-06-18|2025
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||2025-06-18|2025
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||2025-06-09|2025
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||2025-06-09|2025
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, parents and service providers 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 students with free transportation through Vallejo City Bus and SolTrans in order to increase attendance.|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 World Language, Visual and Performing Arts, and Concurrent Enrollment for Career Technical Education and academics 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, and implementing the Attendance Policy. 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 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), 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||2025-06-09|2025
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 and for each subject area. Special Education staff work with teachers, parents, students and providers 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 Advisory. 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||2025-06-09|2025
49104960000000|Sonoma County Office of Education|7|"The Sonoma County Office of Education (SCOE) uses several local measures and tools to track student access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. For Students with Disabilities, IEP teams ensure placement in programs tailored to individual needs. English Learner (EL) students are monitored by the English Learner Specialist, who oversees service access and progress toward reclassification through ongoing assessment of language acquisition. The school counselor and IEP case managers oversee the monitoring of credit acquisition and student placement in pathways toward a high school diploma or Certificate of Completion. Additionally, local reading and math assessments inform differentiated instruction and interventions. Quarterly ""Data Dives"" facilitated by the Director of Alternative Education, provide data-driven insights and ensures student data remains current and accurate to support educational equity and access."|Using the locally selected measures or tools, all students have access to and are enrolled in a broad course of study. While access is differentiated by school site based on staffing and resources, all students are enrolled in standards aligned content and state required courses. In court school, students participate in a shorter school day and technology is limited. To accommodate this, teachers' instructional practices are far more thematic to allow for whole group processing, reflection, and discussion but allowing for individualized support. The enrollment of Headwaters Academy only allows for a single self contained classroom. To ensure student have equitable access to a broad base of study, itinerant staff is relied on to visit the site weekly for workshops and specialized instruction. Amarosa Academy has the highest enrollment and therefor regular staffing to offer access to a broad course of study for every student.|"While all students have access to a broad course of study, there are two barriers that have limited students success. First is not have access to online curriculum for classes not offered on SCOE alternative education campuses. Many students come to the schools credit deficient and need to make up multiple courses in a single semester or year. Since they can only be enrolled in a single course of any subject area at a time, their ability to ""catch up"" is challenging. Second is the current bell schedule. The community school campuses have a full day of instruction, but no time built in for credit recovery and/or universal access to intervention. By nature there is intervention builit into every period of the day, but there are students who would benefit from time for targeted 1:1 and small group intervention without missing class time."|In response to theses challenges, SCOE has adopted a new bell schedule for the 2025-26 school year that will include a period a day for students to engage in individualized instructional time. This will include enrollment in one or more of the following:   - An online credit recovery program  - CTE courses  - Community college courses  - 1:1 or small group intervention Additionally, SCOE has adopted an online credit recovery program that offers A-G, CCSS aligned course. Though this, students can retake courses they have not passed in previous terms or supplement their current schedule.|Met||2025-06-26|2025
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 continue to have inconsistent placement across our secondary schools. The new master schedule with 7 periods will hopefully address this for many students.|A six period schedule at the Junior Highs and High Schools prevented 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.  However, next school year the high schools will implement a 7 period day. This should help with high schools ensuring more students have a broad course of study.|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. Jr. Highs have also adjusted their schedules to be more responsive to student needs adding an advisory and aligning their schedules closely with the high schools.|Met||2025-06-27|2025
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 continue to have inconsistent placement across our secondary schools. The new master schedule with 7 periods will hopefully address this for many students.|A six period schedule at the Junior Highs and High Schools prevented 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.  However, next school year the high schools will implement a 7 period day. This should help with high schools ensuring more students have a broad course of study.|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. Jr. Highs have also adjusted their schedules to be more responsive to student needs adding an advisory and aligning their schedules closely with the high schools.|Met||2025-06-27|2025
49402460142554|Dual Language Immersion Academy 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 continue to have inconsistent placement across our secondary schools. The new master schedule with 7 periods will hopefully address this for many students.|A six period schedule at the Junior Highs and High Schools prevented 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.  However, next school year the high schools will implement a 7 period day. This should help with high schools ensuring more students have a broad course of study.|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. Jr. Highs have also adjusted their schedules to be more responsive to student needs adding an advisory and aligning their schedules closely with the high schools.|Met||2025-06-27|2025
49402466051932|Mary Collins Charter School at Cherry Valley|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 continue to have inconsistent placement across our secondary schools. The new master schedule with 7 periods will hopefully address this for many students.|A six period schedule at the Junior Highs and High Schools prevented 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.  However, next school year the high schools will implement a 7 period day. This should help with high schools ensuring more students have a broad course of study.|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. Jr. Highs have also adjusted their schedules to be more responsive to student needs adding an advisory and aligning their schedules closely with the high schools.|Met||2025-06-27|2025
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 continue to have inconsistent placement across our secondary schools. The new master schedule with 7 periods will hopefully address this for many students.|A six period schedule at the Junior Highs and High Schools prevented 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.  However, next school year the high schools will implement a 7 period day. This should help with high schools ensuring more students have a broad course of study.|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. Jr. Highs have also adjusted their schedules to be more responsive to student needs adding an advisory and aligning their schedules closely with the high schools.|Met||2025-06-27|2025
49402466119036|Live Oak Charter|7|||||Not Met|||2025
49402530000000|Santa Rosa City Schools|7|All courses offered in SRCS are fully aligned to the common core curriculum and/or meet UC/CSU guidelines. SRCS conducts master schedule review which provides data as to who is enrolled in classes by grades and demographics. Student enrollment in AP, IB, and Honors courses by ethnicity, socioeconomics, and other factors are used to evaluate if students are accessing a wide array of courses. Furthermore, graduation rates also provide indicators as to student access and enrollment in a broad course of study.|Student access is very high. Despite this, counseling teams and enrollment procedures need to adhere to a strong belief that access is not enough. Ultimately, actually having students enrolled in and successfully completing courses is the goal. All high schools and middle schools are now implementing co-teaching. SRCS has graduation requirements that require all students to have access to common core and UC/CSU transferable course work through their four years of high school. The Board of Education has mandated that student course work automatically aligns with A-G requirements so that students who successfully complete four years of high school will likely be able to transfer immediately to a 4 year UC/CSU. SRCS is expanding its implementation of AVID which will support student success in A-G courses.|As co-teaching continues to increase across middle and high schools, more special education students across the district will have rigorous core academic classes and the support needed to complete them. Access is variable across the district as the mandatory expectation for each grade level is being phased in. SRCS has implemented waivers in math that allow students to graduate from high school without having taken all of the courses needed for UC/CSU eligibility. We continue to look for ways to support LTEL students and are looking into course development to meet the designated ELD requirement in a manner that can also support access to A-G elective requirements. As we expand AVID, a barrier to overcome is addressing misconceptions about AVID and also ensuring that we implement AVID with fidelity.|SRCS will continue to have co-teaching in core academics, allowing all special education students to be mainstreamed with support. Also as stated, this will phase in, moving from middle to high school grade levels one grade level at a time. Furthermore, alignment with A-G requirements has been implemented, but waivers have delayed complete access to a broad course of study. Despite these small nuances, SRCS has confidently moved to full implementation of a robust broad course of study and its students have enhanced access and opportunities. We have an opportunity in our Jr/Sr High model to increase articulation from 8th to 9th grade, by decreasing transitions we plan to increase access.|Met||2025-06-25|2025
49402530102533|Santa Rosa Accelerated Charter|7|We have 128 students, 64 5th-graders and 64 6th-graders. 20 of those students are unduplicated (15.6%). We have a lottery system and only accepted 128 students.|Each grade has two core teachers, one humanities teacher and one math/science teacher. SRACS also has a PE teacher, a band teacher, an orchestra teacher, and an art teacher. Our core teachers are trained in the depth and complexity icons, and use differentiated instruction in order to give all students a broad course of study.|NA|SRACS hopes to continue their program as is with the teachers listed above.|Met||2025-06-25|2025
49402530113530|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||2025-06-25|2025
49402530125831|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 198 students or 38%. 49 of our 522 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 522 students in TK through 8th in the 2024-25 school year. Approximately 34% 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 2023-2024 school year, SRFACS student outcomes on the California State test showed 60.08% of students met or exceeded standard in ELA and 50.21% in Math compared with 31.28% and 23.68% respectfully for the SRCS e|One area of concern is the lower (35.21%) 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 and Homework Club after school that provide 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 LCAP provides mental health services for unduplicated students with the addition of a Site Based Therapist. The school community believes this additional support reduces barriers to attendance and learning.|Met||2025-06-25|2025
49402530128074|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||2025-06-25|2025
49402536116958|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.|There are no differences.|There are no students being prevented from access to a broad course of study.|We will continue to support broad course of study based in STEAM education though our actions found in Goal 2 of the LCAP.|Met||2025-06-26|2025
49705990000000|Alexander Valley Union Elementary|7|Our LEA uses a combination of locally selected tools and data systems to monitor access and enrollment in a broad course of study across all grade spans. These include:  Master Schedule Reviews: We conduct regular reviews of school master schedules to ensure all students, including English Learners, low-income students, foster youth, and students with disabilities, have equitable access to core subjects (ELA, math, science, social studies), as well as enrichment courses such as art, music, PE, and technology.  Student Information System (SIS) Reports: Our SIS allows us to disaggregate course enrollment data by grade span and by student group (including unduplicated students and students with IEPs) to track who is accessing which courses.  IEP and 504 Plan Reviews: For students with exceptional needs, we review IEPs and 504 plans to ensure their course placements align with both individualized goals and access to the general education curriculum.  Course Access Equity Audits: At least annually, we conduct internal audits to identify any gaps in course access, particularly in middle and upper grades, where electives and specialized pathways begin to diversify.  Site-Level Monitoring and Principal Input: Principals provide qualitative and quantitative feedback on student participation in all subject areas, ensuring that access is equitable and aligned with state priorities.|Based on the analysis of our locally selected tools — including master schedule reviews, SIS course enrollment reports, IEP plan reviews, and site-level feedback — our LEA has determined that all students have access to a broad course of study, including core academic subjects and enrichment opportunities, across all grade spans (K–6).  In grades K–3, all students receive instruction in ELA, math, science, and social studies, as well as access to physical education and regular rotation through enrichment activities such as art and music. In grades 4–6, students continue this broad access, with some expansion into technology, environmental science, and project-based learning.  Across student groups, including unduplicated pupils (English learners, foster youth, and low-income students) and students with disabilities, enrollment data confirms equitable participation in all core subjects. IEP and 504 Plan reviews ensure that students with exceptional needs have both access to the general education curriculum and appropriate accommodations or modifications.  At the site level, there are minimal differences in access, as our single-site district offers all students the same instructional schedule and access to the same enrichment rotations. However, we continue to monitor participation in specialized enrichment opportunities (such as after-school clubs or intervention reading/math groups) to ensure proportional representation of all student groups.|Scheduling Constraints: With a single-site school and limited instructional minutes, balancing core academic instruction with a broad array of enrichment courses remains challenging.   Resource Limitations for Students with Exceptional Needs: While students with IEPs have access to the general curriculum, additional staffing and specialized materials are sometimes needed to fully engage in certain enrichment areas.   Despite these barriers, the LEA is actively seeking solutions, including applying for grants, exploring flexible scheduling models, and strengthening partnerships to expand access to enrichment and support services for all students.|Based on our review of course access data and identified barriers, the LEA has taken and will continue to take strategic actions to ensure that all students, including unduplicated student groups and students with exceptional needs, have meaningful access to a broad course of study. These actions include:  Expanding and Maintaining Enrichment Opportunities: We have maintained our investment in rotating enrichment programs by adding/partnering with local community artists and authors. This allows us to offer consistent experiences in art, music, and technology for all grade levels.  Improving Access for Students with Disabilities: Additional paraprofessional hours and adaptive resources have been allocated to ensure that students with exceptional needs can participate fully in all subject areas, including PE, science, and electives.  Professional Development: The LEA is implementing targeted professional development focused on broad course integration, including training on project-based learning, arts integration, and accessible instructional design to strengthen teacher capacity across the curriculum.|Met||2025-06-09|2025
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 2025 LCAP Educational Partner engagement sessions, 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, a lack of a 4 year planning process, and a need for instructional strategies that allow teachers to work with smaller groups of students. The District team analyzed the conditions that affect Students with Disabilities and Long Term English Learners and agreed that there is a persistent need to build a coordinated student onboarding process, further engagement with school counselors, and implementation of instructional strategies that allow teachers to appropriately differentiate material for all students.|The District has re-imagined our strategic plan through the development of our current LCAP. The District has introduced the updated mission statement and goals 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||2025-06-25|2025
49706150000000|Bellevue Union|7|The Bellevue Union School District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through the school schedules and course offerings.  Administration reviews student schedules to ensure that unduplicated students who require additional support and opportunity are served, and administration reviews the schedules of students with special needs to determine if their IEP services are met and students are progressing academically.  Administrators are mindful of the support groups that are established and work to ensure that students are not missing important direct instruction when receiving additional support from service providers or additional staff.|All students in the Bellevue Union School District have access to, and are enrolled in, a broad course of study.  At Kawana Springs Elementary, the students are enrolled in a dual immersion Spanish program.  Students in grades K-3 access the core content in Spanish with the exception of English Language Arts in grade 3, and transition to all core content in English in the 4th grade.     Students within the school district boundaries may attend their neighborhood school or choose another site within the district.  Parent choice is of the utmost importance in the District.|There are no barriers to accessing a broad course of study.  All students have access to a broad course of study and staff is mindful of the additional services and resources needed for students with special needs.  Staff works diligently to ensure English language learners experience a rigorous curriculum to support them in academic achievement and English proficiency.|There will not be any revisions or decisions to ensure access to a broad course of study for all students.  The Bellevue Union School District will continue to offer the recommended California core curriculum, and the district will continue to bolster its multi-tiered system of supports and interventions to ensure students are at grade level.  The District will also focus upon increasing rigor for all students and intervening for students who are considered at-risk of becoming a long term English language learner and for long term English language learners.  These interventions will be systematically implemented at all of the school sites.  The District will expand its visual and performing arts offerings.  With the passage of Proposition 28, the District is increasing its music and art offerings to all students in the district.  Students will be exposed to different musical and art experiences depending on their grade levels.|Met||2025-06-17|2025
49706230000000|Bennett Valley Union Elementary|7|BVUSD is a TK–6 district with self-contained classrooms, which supports equitable and consistent access to a broad course of study across grade levels.   The district uses multiple locally selected tools to monitor access and enrollment, including:   •  Curricular maps and master schedules to ensure coverage of all required content areas   •  Classroom observations to verify instructional implementation   •  Student performance data, including CAASPP scores, local assessments, and District Writing Benchmarks, to monitor learning outcomes   •  IEP reviews and schedule analyses to ensure that students with disabilities participate in both core and enrichment opportunities to the greatest extent possible   •  Demographic and programmatic data to verify that unduplicated students (English learners, foster youth, and low-income students) have equitable access to all subject areas  These tools collectively provide a comprehensive picture of course access and allow the district to track patterns across sites and student groups, ensuring alignment with California Education Code and continuous improvement efforts.|All BVUSD students have access to, and are enrolled in, a broad course of study that includes English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts, and Library/Media instruction. Instructional schedules are designed at each grade level to ensure consistent delivery of these subjects across classrooms and school sites.  Students with disabilities are included in general education settings to the maximum extent appropriate, in alignment with their IEPs. When specialized instruction is needed, pull-out services are intentionally scheduled to minimize missed core or enrichment opportunities, ensuring full curricular access. Teachers, case managers, and site leaders collaborate regularly to review student schedules and instructional supports.  There are no identified disparities in access across student groups or school sites. Monitoring tools (including classroom schedules, IEP service logs, and observation data) confirm that unduplicated students and students with exceptional needs receive instruction across all content areas. This system-wide alignment helps ensure that all students participate fully in a comprehensive and well-rounded educational experience.|BVUSD does not currently face systemic barriers that prevent students from accessing a broad course of study. All students, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, are scheduled to participate in the full range of core subjects and enrichment offerings.  That said, the district remains committed to closely monitoring how supplemental services (such as special education, ELD support, and academic interventions) are delivered to ensure they do not unintentionally reduce time in general education or enrichment settings. Proactive scheduling, inclusive instructional practices, and ongoing review of IEPs and service plans help safeguard equitable access.  Additionally, the district uses progress monitoring tools, staff collaboration, and flexible instructional models to quickly address potential gaps in access. While no systemic barriers currently exist, BVUSD continues to prioritize early identification and responsive planning to ensure that every student benefits fully from a broad, rigorous, and inclusive course of study.|BVUSD is implementing several key actions to ensure all students (particularly unduplicated students and those with exceptional needs) have full access to a broad and equitable course of study. These actions include:  •  Providing high-quality, standards-aligned instructional materials across all grade levels and subject areas, including newly adopted ELA and science curricula.  •  Strengthening inclusive practices through consistent adherence to Least Restrictive Environment requirements and collaborative scheduling that minimizes instructional disruption for students with IEPs.  •  Building teacher capacity in UDL and differentiated instruction to support diverse learners in general education settings.  •  Expanding universal progress-monitoring systems to identify student needs early and guide tailored instructional support.  •  Enhancing extended learning opportunities with a focus on enrichment, academic recovery, and access for underrepresented students.  •  Leveraging Professional Learning Teams to analyze student data (including SEL indicators) to promote access, equity, and achievement.  •  Increasing engagement and attendance through multilingual outreach, family partnerships, and districtwide attendance campaigns targeting underserved groups.  These efforts are embedded within BVUSD’s LCAP, particularly Goal 1, and reflect the district’s ongoing commitment to ensuring every student benefits from a full, rich, and inclusive educational experience.|Met||2025-06-12|2025
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. In 2025-26, we will be a part of the K3i (K3pp) project to assist in reading development.|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). Other than that there is nothing keeping us from providing access to a broad course of study. We have added the K3i project for grades K-3 next school year, which should improve our growth, and we continued the intervention teaching position for the second year in a row to see if we can grow through continuity.|The only change was adding more of a STEAM element to the program last year. We will continue our intervention process and we did re-institute one of the intervention teaching positions in the 2024-25 school year. We have added the K3i project for grades K-3 next school year, which should improve our growth, and we continued the intervention teaching position for the second year in a row to see if we can grow through continuity.|Met||2025-06-24|2025
49706496051635|Cinnabar Charter|7|During our discussion is school site council and ELAC around how to improve the engagement numbers for the middle school students. We also set up middle school specific events, both through the school itself and through the CEF parent group. We continue to update and utilize our STEAM room, adding a build club after school and having our art, music and entertainment teacher utilize the equipment. It also remained an enrichment period for a full trimester for sixth, seventh and eighth grade. We will continue to try to do cross-curricular planning, while working on middle school engagement.|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).|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). Other than that there is nothing keeping us from providing access to a broad course of study. We have added the K3i project for grades K-3 next school year, which should improve our growth, and we continued the intervention teaching position for the second year in a row to see if we can grow through continuity.|The only change was adding more of a STEAM element to the program last year. We will continue our intervention process and we did re-institute one of the intervention teaching positions in the 2024-25 school year. We have added the K3i project for grades K-3 next school year, which should improve our growth, and we continued the intervention teaching position for the second year in a row to see if we can grow through continuity.|Met||2025-06-24|2025
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 committed 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 were 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 was 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 developme|Met||2025-06-18|2025
49706720000000|Dunham 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 or schedule review.|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||2025-06-12|2025
49706720122440|Dunham 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 or schedule review.|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||2025-06-12|2025
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||2025-06-17|2025
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||2025-06-17|2025
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||2025-06-23|2025
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.|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||2025-06-25|2025
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, the GES site administrator schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive a minimum of five 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||2025-06-17|2025
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, the GES site administrator schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive a minimum of five 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||2025-06-17|2025
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, the GES site administrator schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive a minimum of five 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||2025-06-17|2025
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/intervention, 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||2025-06-16|2025
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 focused its efforts on supporting credit-deficient high school students through continuous 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||2025-06-17|2025
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/intervention, 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||2025-06-16|2025
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||2025-06-12|2025
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||2025-06-12|2025
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 and access to academic supports like math tutoring and mental health services, to ease access.|Met||2025-06-17|2025
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||2025-06-09|2025
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 125 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||2025-06-12|2025
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.|Met||2025-06-19|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-26|2025
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.|Surveys of faculty and oversight staff indicate that students are enrolled in a broad course of study. All of our independent study students create a Learning Plan together with their certificated teacher, which specifies a broad course of study. Homeschool students may choose from a broad range of curriculum for home instruction as well as additional learning from individual instructional vendors. Students with in-person instruction receive direct instruction of a broad curriculum.|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||2025-06-24|2025
49707970140228|Liberty Independent Study|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||2025-06-19|2025
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||2025-06-19|2025
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||2025-06-10|2025
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||2025-06-10|2025
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.  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||2025-06-10|2025
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.  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||2025-06-10|2025
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, 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. Students missing 10% of|Met||2025-06-17|2025
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||2025-06-11|2025
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||2025-06-11|2025
49708390138065|Pivot Charter School - North Bay|7|The metrics and tools that the LEA will be using to track the extent to which all students have access to a broad course of study will be our updated course library, as well as our internal recommended course list for concurrent enrollment. The LEA will measure the extent to which students are enrolled in a broad course of study by examining the number of students who enroll in each course and the number of students who go on to complete those courses. We will also examine the number of students engaged in concurrent enrollment. Each of these metrics will be broken out to show grade spans, unduplicated student groups, and individuals with exceptional needs.|Pivot 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 broard course of 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 will have more bandwidth to participate in a broader course of study and activities.|To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement.To ensure equitable access, our LEA eliminated previous self-selected graduation paths, establishing a single, A-G pathway that encourages advanced math and science courses for all students. Simultaneously, we provide targeted interventions and supportive courses for struggling and credit-deficient students. We have also established strong partnerships with the local community college, and have seen student participation double in the last two years in taking and completing college courses. We are exploring diverse curricula to enhance content accessibility and developing more on-site courses to boost student engagement.|Met||2025-06-16|2025
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||2025-06-11|2025
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 2024-2025 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||2025-06-25|2025
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 learning experiences and activities both on- and off-campus which provide additional curriculum 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||2025-06-18|2025
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 2024-2025 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||2025-06-25|2025
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 2024-2025 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||2025-06-25|2025
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 2024-2025 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||2025-06-25|2025
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 2024-2025 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||2025-06-25|2025
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 PE Curriculum 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||2025-06-16|2025
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||2025-06-16|2025
49708706066344|Olivet Elementary Charter|7|Olivet 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. Olivet 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 PE Curriculum 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 Olivet from providing access to a broad course of study for all students.|All students at Olivet have access to a broad course of study.|Met||2025-06-16|2025
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. 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 PE Curriculum 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||2025-06-16|2025
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 school sites and 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||2025-06-16|2025
49708880000000|Kashia Elementary|7|The eight students currently attending Kashia Elementary School have access to a broad course of study in all  subjects that includes cultural enrichment and social emotional (SEL) learning provided by an independent  contractor.   All students attend one classroom with full inclusion of our exceptional needs students.  As a rural, small school district we strive to provide our students with a board course of study but at time we just cannot do everything due to limited human capacity.  Kashia often have to rely on outside sources to provide language instruction, arts/music instruction and career education.|As a very small one classroom school district with only eight students enrolled K-8 grade, we are able to offer  students all four core subjects plus physical education.  In addition, language instruction is contracted through tribal elders to teach the native American Pomo language.  Arts instruction is contracted out as well with a local agency and tribal elders.  Multiple field trips are provided throughout the school year to enrich instruction taught within the classroom.  The master schedule and contracts demonstrate all the services and instruction the students receive.  For students with exceptional needs we have a contracted RSP teacher and Speech therapist.|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.  An additional barrier to a board course of study is finding teaching staff that will be consistent from year to year as Kashia has high staff turnover being a rural school far away from populated areas.|As described in the 2025-26 LCAP, the district will continue to partner with a contractor who can provide instruction in the Pomo language.  The district will continue to work with local agencies to receive grants to allow for students to attend activities, field trips and events that normally would not be available to them to enhance and enrich students experiences.  Also, based on locally collected measures Kashia will also be contracting with a literacy consultant to work on continuing to build the classroom teachers skills around the science of reading.|Met||2025-06-11|2025
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||2025-06-17|2025
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||2025-06-17|2025
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||2025-06-17|2025
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||2025-06-17|2025
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||2025-06-17|2025
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||2025-06-17|2025
49709040000000|Roseland|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 include:  Review of class schedules, report cards, and PE minutes; Review of district action plans/agreements as related to the various subject matter.|Our review showed that over the course of the instructional year, all students, including all student subgroups, have access to and are enrolled in a broad course of study, which includes instruction in English language arts, math, social studies, science, visual and performing arts, physical education and health. The district has reviewed the various schedules of services for TK-6 grade students with Individualized Education Plans (IEP) who receive services outside of the general education classroom. Based on the review, the district has determined that TK-6 students receiving special education services typically miss only a part of general education instructional time assigned to a specific subject area (for example, a part of the English Language Arts block); or miss a specific subject area on certain days of the week but not on all days of the week. Thus, the district does not believe that students receiving special education services are being denied access to a broad course of study. Additionally, students who are English language learners have the same daily schedule and course access as non-EL students. Integrated and Designated ELD are provided within their general education classroom setting and are built into their class schedule so that students do not miss instruction in a core content area.|A primary barrier to expanding access to a broader course of study is our finite number of daily instructional minutes, given the district’s commitment to providing focused support to students struggling with academic and or social-emotional needs. Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires additional instructional time. Funding constraints limit the district’s ability to address the unique needs of our diverse student population.|The Roseland School District will continue to monitor and ensure access to a broad course of study for all students.	|Met||2025-06-25|2025
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 or Newcomer status, 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 Roseland Charter will continue to monitor and ensure access to a broad course of study for all students.	|Met||2025-06-24|2025
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||2025-06-12|2025
49709386113039|Sebastopol Independent Charter|7|The administration and the faculty work together to create the weekly schedule to ensure that all students have access to a broad course of study. Our student support services team ensures that our multi-tiered system of support (MTSS) supports 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 ensure that all students access 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 and 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 all our students with access to a broad course of study. We will continue to measure and evaluate whether we provide 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 student support needs to increase in tiers 2 and 3. Student support continues to increase for academic and emotional reasons. We have responded to these 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||2025-06-23|2025
49709530000000|Sonoma Valley Unified|7|District and site leaders and teams review instructional schedules, scheduling data and conduct classroom observations to ensure students have access to a broad course of study. Our LCAP summarizes multiple data points for students' access to a broad course of study. High School readiness (middle school grade point average), Advanced Placement enrollment, CTE pathway and A-G completion are also used as measurements to track access. We also examine access to and enrollment in a Broad Course of Study through Enrollment in AVID, number of students earning Seal of Biliteracy and the percent of Unduplicated students in ELOP. SVUSD has a robust list of AP courses, including AP Art 2D Art and Design, AP 3D Art and Design, AP Drawing, AP Biology, AP Chemistry, AP Computer Science, AP Language and Composition, AP Literature, AP Spanish Language, AP Spanish Literature, AP Precalculus, AP World History, AP US History, AP Government, AP Human Geography, AP Environmental Science, AP Calculus AB, and AP Statistics.  We are also expanding access to dual enrollment courses with Santa Rosa Junior College-  and we will monitor student enrollment. In middle school we are expanding access to Compact Math/Algebra pathways and Accelerated ELA. We also offered a Spanish middle school elective.|For the class of 2024, 130 students completed A-G courses (38.8%). Student breakdown is as follows: Hispanic students 30.20%; SED 31.90%; EL 19.10%; LTEL 24.50% (Dashboard), AP Pass Rate (Score of 3 or higher). All students 70.03%; Hispanic 62.86%; White 76.63%; SED 50.81%, EL and LTEL 0% and SWD 80% passing rate. CTE Pathway Completion 24.6% Students; Hispanic 15.6%; White 45.3%; SED 17%; EL 8.8%; LTEL 8.2%; SWD 19.6%. CTE and A-G Completion All 12.20%; Hispanic 7.10%; White 23.60%; SED 8.10%; EL 2.90%; LTEL 2.0%; SWD 0%. SVUSD also examines Access to and Enrollment in a Broad Course of Study. Enrollment in AP, AVID. Number of Seal of Biliteracy. % of Unduplicated students in ELOP. For 2024, AVID enrollment increased to 191 students from 151 in 2023. 55.35% of our unduplicated population participate in ELOP. 50 students earned a State Seal of Biliteracy. AP Enrollment overall 594.|Through our analysis, several key barriers have emerged that limit students’ access to a broad and challenging curriculum, particularly for  ELs, LTELs, and SWD: Bell Schedule Constraints: The current high school bell schedule limits opportunities for students to access additional elective courses, advanced coursework, and intervention support. This structure restricts flexibility for students, particularly those requiring language development or specialized support.  Integrated ELD: Integrated English Language Development (ELD) is not consistently provided daily within core content area. Inconsistent Tier I Instruction: A key finding from our root cause analysis reveals that gaps in strong, differentiated Tier I instruction impact students’ readiness and confidence to pursue rigorous and diverse course options. Strengthening foundational instruction within the MTSS framework is essential to expanding access. Limited Academic Counseling and Guidance: Without targeted counseling support, students may not receive adequate encouragement or guidance to explore and enroll in advanced coursework, Career Technical Education (CTE) pathways, or enrichment opportunities. Perceived Barriers to Enrollment: Some students, particularly EL, LTEL, and SWD populations, may hesitate to enroll in advanced or diverse courses due to a lack of self-efficacy, limited awareness of available options, or concerns about balancing academic demands.|To ensure all students have equitable access to a broad and rigorous course of study—especially in light of declining enrollment—our LEA continues to evaluate and adjust daily instructional schedules. Bell schedules have been revised across school sites to enhance access for all students. For example, middle schools now operate on a 7-period schedule, enabling students to participate in core academic subjects, electives, and academic support programs. The district will consider looking into a 7-period day for high school. Looking ahead to the 2025–2026 school year, a new Career Technical Education (CTE) Health Care Pathway will be introduced. This program will offer students the opportunity to earn dual enrollment credit through Santa Rosa Junior College. In addition, as a result of school consolidation, elective offerings at the middle school level have been combined to ensure all students have access to a wider range of courses. The district is also expanding open access to accelerated English and Math courses to further support academic advancement for all learners.|Met||2025-06-17|2025
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||2025-06-18|2025
49709536111678|Sonoma Charter|7|As a TK-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 Sonoma Charter School encounters to enriching the 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||2025-06-30|2025
49709610000000|Twin Hills Union Elementary|7|All students have access to all enrichment courses, academic courses, physical education courses and intervention (as needed).|All students have access to the above courses.|No barriers. Our students have access to all.|N/A|Met||2025-06-26|2025
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||2025-06-26|2025
49709614930350|Sunridge Charter|7|In our Waldorf-inspired charter school, we employ a variety 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 are tailored to different grade spans, unduplicated student groups, and individuals with exceptional needs.  Measures and Tools: Curriculum Audits and Alignment Checks: Regular audits ensure the curriculum aligns with both Waldorf principles and state standards. Ensures coverage of core subjects and enrichment activities like arts, music, and physical education.  Enrollment Data Analysis: Disaggregated by grade level, unduplicated student groups (such as socioeconomically disadvantaged students, English learners, foster youth), and students with exceptional needs.Tracks participation in various programs and subjects.  Individualized Education Plans (IEPs) and 504 Plans: For students with exceptional needs, we regularly review and update IEPs and 504 Plans.Ensures these students have access to a broad curriculum tailored to their needs.  Student Surveys and Feedback: Collects feedback on course offerings and accessibility. Identifies gaps or areas for improvement in course availability and student satisfaction.  Teacher and Staff Assessments: Regular assessments and professional development to ensure teachers are equipped to deliver a broad and inclusive curriculum. Focus on differentiated instruction to meet diverse student needs.|All students receive the same comprehensive Waldorf curriculum, covering core academic subjects, arts, music, physical education, and handwork.|Socioeconomic Disparities: Accessibility: Socioeconomically disadvantaged students face barriers such as transportation issues, making it difficult for them to participate in after-school programs and enrichment activities.  Training: Teachers require ongoing professional development to effectively differentiate instruction and integrate students with exceptional needs into the regular classroom environment.|Based on the results from our locally selected measures, the LEA has implemented and will continue to implement several key revisions, decisions, and actions to ensure all students have access to a broad course of study.  Revisions and Decisions: Enhanced Funding and Resource Redistribution: Securing additional funding through grants and partnerships.  Professional Development: Providing ongoing training focused on differentiated instruction and inclusive teaching practices. Offering specialized training for integrating students with exceptional needs into the regular curriculum.  Personalized Learning Support: Developing personalized learning plans for students needing additional support. Establishing a system for regular monitoring and assessment of student progress.|Met||2025-06-26|2025
49709616052302|Twin Hills Charter Middle|7|According to the Youth Truth and local LCAP surveys and the Parent Advisory Committee, the LEA continues to provide a broad course of study to 100% of the population. This is evident on academic, physical, intervention, and enrichment classes.|All students in LEA have access to above mentioned courses.|None|N/A|Met||2025-06-26|2025
49709790000000|Two Rock Union|7|1. Students had access to all areas of study at Two Rock Elementary School. Using the school's student information system, the school had a 96% attendance rate during the 2020-2021 school year. Local assessments such as BPST was administered to all students in K-2 to monitor progress and areas of growth in literacy. Students in Grades 3-6 were assessed with the STAR/REN ELA and math assessments. Students were assessed four times during the year, at the beginning and end of each semester. The site administered the CAASPP in grades 3-6 and the CAST in grade 5. The English Language Learners were provided with pullout ELD support by a dedicated ELD teacher on a daily basis. Students with IEPs had full RSP support provided by the resource specialist meeting accommodations of the IEP. A speech and language specialists met with students on the caseload twice a week. Each student was provided a standards based curriculum. During distance learning, students with connectivity issues were provided a space on the site in Two Rock's wifi camp.|2. All students including those with special needs and ELL had access to the curricular program at Two Rock. Student progress was measured with the local assessments such as the BPST and STAR/REN. Overall students demonstrated growth in both ELA and mathematics during the year. Student progress was also measured with report cards for the grade level studies.|3. The main barrier for student access to local measure was the need to purchase updated curriculum in both math and ELA.|4. The site will use the results of the local assessments to drive instruction for the next year. One such outcome is adding professional development for writing and literacy during the next school year to promote greater proficiency in ELA. In addition, the District will assess and purchase updated curriculum in the areas of math and ELA.|Met||2025-06-26|2025
49709950000000|Waugh Elementary|7|All Waugh students in grades TK–6 participate in a comprehensive course of study. Every student—including those with disabilities and unduplicated student groups—has access to specialist classes in library, technology, art, and music as part of the regular school day. Both Corona Creek and Meadow schools also provide a variety of enrichment opportunities after school, including theater, band, golf, piano, and sports programs. Additionally, unduplicated students have been prioritized for participation in the Waugh summer school program for Summer 2025, as well as in after-school math intervention support.|Regular attendance supports Waugh students in fully accessing the broad course of study. In the 2024-2025 school year, Waugh maintained a strong attendance rate of 97.6%, reflecting the community’s shared commitment to consistent school participation.|To reduce barriers to accessing the full range of learning opportunities, both Waugh campuses continue to utilize a carefully structured master schedule. This schedule is designed to ensure that students receiving ELD instruction, special education services, or other interventions are not excluded from any part of the broad course of study. Specialist classes—such as art, music, technology, and library—are strategically aligned within the schedule to preserve uninterrupted instructional time for core subjects like English Language Arts and math.|Given the strong level of access currently provided to all students, no revisions, decisions, or additional actions are needed at this time.|Met||2025-06-12|2025
49710010000000|West Side Union Elementary|7|The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a teacher interview for elementary students.|Elementary students (K-5). Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health.|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||2025-06-17|2025
49710190000000|Wilmar Union Elementary|7|The Wilmar Union School District uses a combination of data systems and instructional monitoring tools to ensure that all students, including those from unduplicated student groups and students with exceptional needs, have access to and are enrolled in a broad course of study.  Locally Selected Measures and Tools: Formative and Summative Assessments (e.g., STAR, ESGI, classroom-based assessments) are used to monitor student engagement and access across all content areas.  Semester Report Cards document student progress in multiple subject areas, ensuring instruction extends beyond ELA and math.  Daily Attendance Tracking through Alma is used to verify participation and flag students at risk of missing instruction in any content area.  CalPADS Reporting ensures accurate tracking of enrollment, services provided, and access across student subgroups.  Master Schedule Reviews and Class Lists verify that students, including English Learners and those with IEPs, are enrolled in general education classrooms that deliver the full range of required subjects.  Broad Course of Study Offered (TK–6): English Language Arts  Mathematics  Science  History–Social Science  Visual and Performing Arts  Physical Education  Health  English Language Development (for identified EL students)  These tools ensure ongoing monitoring and accountability for equitable access to a broad, standards-aligned curriculum for all students.|As a single-school district, Wilmar Union School District ensures that all students, across all grade levels and student groups, are enrolled in and have access to a broad course of study. Using tools such as Alma (for enrollment and attendance), report cards, formative assessments, and IEP/ELD tracking systems, the district actively monitors student participation in all subject areas.  Equity Across Student Groups: General Education Students: All students receive standards-based instruction in ELA, Math, Science, History–Social Science, PE, Health, and Visual & Performing Arts through a self-contained classroom model.  Students with Disabilities: Students with IEPs receive specialized support from the district’s Special Education team while participating in the full general education curriculum. Services are delivered through inclusive classroom settings and pull-out models where appropriate.  English Learners (ELs): EL students receive both integrated and designated ELD instruction while accessing the full core curriculum. Bilingual staff and the ELD program support equitable access.  Students Requiring Intervention: The district provides targeted academic interventions to support students who may be at risk of falling behind, ensuring they remain connected to all core subjects.  Progress Over Time: The district continues to improve alignment and access through regular review of enrollment patterns, instructional minutes, and student data by subgroup. There are no identifie|While Wilmar Union School District currently provides all students with access to a broad course of study, analysis of local data and stakeholder input has identified a few emerging barriers that require ongoing attention to ensure continued equity and inclusivity.  Identified Barriers:  Scheduling Flexibility for Interventions: Providing targeted intervention and support (especially for ELs and students with IEPs) during the school day without pulling students from enrichment areas remains a challenge. Balancing remediation with access to the full curriculum is a priority.  Language Access for Families: While Language Line and bilingual staff have improved communication, language barriers can still limit family awareness of academic programs and enrichment opportunities, particularly for English Learner families.  Facilities and Space Limitations: As enrollment grows, available instructional space may limit scheduling flexibility for small group instruction or specialized learning experiences.  The district remains committed to proactively addressing these challenges through staffing adjustments, master schedule planning, continued investment in language access tools, and long-range facilities planning.|Wilmar Union School District/Wilson Elementary School has implemented several actions—and continues to refine them—to ensure that all students, including unduplicated student groups and students with disabilities, have equitable access to a broad course of study.  Updated Actions and Decisions: Universal Enrollment in Core and Enrichment Subjects: All TK–6 students are enrolled in a full, standards-aligned curriculum that includes English Language Arts, Math, Science, History–Social Science, Physical Education, Health, and Visual and Performing Arts. Smaller class sizes allow for more personalized attention and inclusion.  Inclusive Special Education Services: The district continues to prioritize inclusion, ensuring students with IEPs receive push-in and pull-out support while maintaining full access to general instruction. Instructional aides and specialists collaborate closely with classroom teachers to support integration.  Targeted ELD Instruction: English Learners receive both integrated and designated ELD. Staff use Language Line, bilingual communication, and culturally responsive materials to better support language development and access to content.  Expanded Intervention and Enrichment Opportunities: Unduplicated students benefit from before- and after-school opportunities.. In 2024–25, the district expanded STEM-based enrichment and arts integration during the school day to support well-rounded learning.  Master Schedule Adjustments: The school has revised its maste|Met||2025-06-23|2025
49710350000000|Wright Elementary|7|The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.|The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.|There are no current barriers preventing the district from providing access to a broad course of study for all students.|The district will continue to ensure that access to a broad course of study is in place for all students.|Met||2025-06-26|2025
49710356052377|Wright Charter|7|Aeries is the District's Student Information System. This allows us to track the extent to which all students 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.|100% of students continue to have access to, and are enrolled in, a broad course of study.|N/A|None.|Not Met|||2025
49738820000000|Cotati-Rohnert Park Unified|7|CRPUSD utilizes multiple locally selected measures and tools to assess student access to and enrollment in a broad course of study. Williams Compliance guarantees that all students receive state-adopted textbooks, ensuring foundational access to instructional materials. The IEP process provides students with exceptional needs the necessary accommodations and support services to participate fully in their education. The district also tracks English learners to confirm they receive required services, fostering fair educational opportunities. At the middle and high school levels, academic counselors ensure students are appropriately placed in courses that align with their academic goals and graduation requirements. Together, these measures reinforce CRPUSD’s dedication to delivering a well-rounded and accessible education for all students.|Across CRPUSD, locally selected tools show that all students have access to a broad course of study, with some variation by site and student group. State-adopted textbooks and standards ensure a consistent curriculum foundation districtwide. Elementary schools offer a uniform academic experience that promotes equitable access to foundational learning.  At the middle school level, core instruction remains consistent, though electives vary. Lawrence Jones Middle School features an Expeditionary Learning pathway that blends academics with real-world problem-solving. Technology Middle School and Thomas Page Academy emphasize STEAM and STEM education, engaging students in hands-on learning in science, technology, engineering, arts, and math.  High school core coursework is aligned across the district, with electives tailored to student interests. Career Technical Education (CTE) pathways offer specialized, career-aligned learning. Rancho Cotate High School includes culturally relevant courses, while Technology High School expands offerings in science and STEM to meet student demand.  While elective options vary, CRPUSD remains committed to equitable access and personalized learning, ensuring all students experience a well-rounded academic journey.|Based on our locally selected measures, CRPUSD has not identified any obstacles that limit student access to a broad course of study. The district is dedicated to providing all students with diverse learning opportunities and ensuring they can participate in a wide range of academic programs. Through thoughtful resource distribution, curriculum planning, and program expansion, CRPUSD continues to support comprehensive educational access. Ongoing efforts to strengthen course offerings and address student needs reflect the district’s commitment to creating a rich and well-rounded learning experience for every student.|CRPUSD is committed to ensuring all students have access to a well-rounded education. To support this, the district has introduced several initiatives to expand learning opportunities. Secondary schools are increasing Career Technical Education (CTE) programs, giving students more options to explore academic and career pathways.  To strengthen classroom instruction, the district will provide professional development for educators, while individual school sites will determine their own training priorities for the 2025-26 school year. Additionally, CRPUSD is focused on providing targeted support to help teachers implement effective instructional strategies that meet the unique needs of each student. These efforts reflect the district’s dedication to creating a strong, engaging, and accessible learning experience for all students.|Met||2025-06-17|2025
49738820123786|Credo High|7|As a Public Waldorf, college preparatory high school, Credo is committed to ensuring that all students—including unduplicated student groups and students with exceptional needs—have access to a broad and rigorous course of study. The school's curriculum is designed to meet, and in some areas exceed, UC and CSU a–g requirements, which form the foundation of its college preparatory program.  Credo monitors access and enrollment through several locally selected measures, including:  Graduation rate (disaggregated by student group)  UC/CSU a–g completion rate  Student course enrollment data, tracked by grade level and subgroup  Special education course access audits, ensuring inclusive placement in academic and elective courses  Beginning in the 2024–25 school year, Credo launched its first CCAP dual-enrollment courses in partnership with a local community college, expanding postsecondary access for upper-grade students. In 2025–26, ninth-grade students will begin coursework aligned to newly developed CTE pathways in Product Design and Manufacturing, making them the first cohort eligible to complete a full pathway by graduation. Additional pathways in Agricultural Science and Culinary Arts are currently in development.  These expanded offerings—combined with Waldorf’s integrated and interdisciplinary approach—ensure that all students, regardless of background or need, are supported in accessing a broad and engaging course of study that prepares them for college, career, and life.|Based on locally selected measures—including graduation rate, a–g completion rate, course enrollment data, and special education course access reviews—Credo High School provides consistent access to a broad course of study for all students, with no significant disparities across student groups.  Credo’s curriculum exceeds UC and CSU a–g requirements and offers all students, including unduplicated student groups and students with exceptional needs, a rich and well-rounded course of study that includes academic core subjects, visual and performing arts, movement, and practical skills. Course enrollment patterns are monitored annually to ensure equitable participation, and students with IEPs are supported in accessing the full range of coursework with appropriate accommodations and modifications.  There is no variance across school sites, as Credo operates a single-campus program. Over the past two years, the school has expanded access through the introduction of dual-enrollment college courses (CCAP) and the development of Career Technical Education (CTE) pathways. In 2024–25, the first set of CCAP courses was made available to upper-grade students. In 2025–26, ninth-grade students will begin coursework toward completion of full CTE pathways in Product Design and Manufacturing, with additional pathways in Agricultural Science and Culinary Arts in development.  These efforts represent progress over time in broadening postsecondary access and career readiness options, with a cont|All students at Credo High School are enrolled in a shared, college-preparatory course of study that reflects the school’s Public Waldorf model. The curriculum includes a full year of rotating visual arts classes and a full year of music instruction for all students in grades 9 and 10, ensuring broad access to Visual and Performing Arts (VAPA) in the lower grades. In grades 11 and 12, students select from a range of electives that expand their exposure to arts, humanities, practical skills, and emerging Career Technical Education (CTE) pathways.  Students with IEPs or 504 Plans may be enrolled in Directed Studies in place of one or more elective courses—typically in lieu of visual arts—to provide targeted academic and executive functioning support. However, these students continue to meet UC a–g requirements for Visual and Performing Arts through participation in the music curriculum, which fulfills the one-year VAPA standard. Credo reviews course placements annually to ensure that all students with exceptional needs are scheduled in a way that balances access to core curriculum with necessary supports.|In addition to its established college-preparatory program, Credo High School is continuing to articulate and implement Career Technical Education (CTE) pathways to ensure that all students have access to a broad and relevant course of study. The school is actively developing pathways in the following industry sectors:  Manufacturing and Product Development  Engineering and Architecture  Arts, Media, and Entertainment  Beginning in the 2025–26 school year, ninth-grade students will be the first cohort eligible to begin CTE-aligned coursework with the opportunity to complete full pathway sequences by graduation. These pathways are designed to complement Credo’s Waldorf model while expanding options for students with a range of college and career goals.  In parallel, the school is adjusting its master schedule and support planning to ensure that students receiving special education services or academic interventions can also participate in electives and CTE courses without losing access to needed supports.|Met||2025-06-16|2025
49753580000000|Windsor Unified|7|WUSD reviews all course offerings and master schedules for each school and then compares them to California Education Code 51210 and 51220.|In reviewing the course offerings and master schedules for each school and comparing them to California Education Codes 51210 and 51220, all students in the Windsor Unified School District have access to and are enrolled in a broad course of study. This includes unduplicated student groups and individuals with exceptional needs. Continuous efforts are being made to increase the offerings for Transitional Kindergarten through 2nd graders in Visual and Performing Arts. Principals report that all students participate in the full program of study unless there is a specific accommodation or modification listed in an Individual Educational Plan (IEP) for a student in special education.|IEP services can at times pose challenges in assuring that students with exceptional needs gain access to all district provided student experiences. District staff work together to mitigate any barriers or challenges for students.|TK-5 students are now receiving Visual and Performing Arts (VAPA) units of instruction that are integrated into their English Language Arts units and the district will soon be advertising for a music teacher for all 2nd and 3rd graders in the district.|Met||2025-06-10|2025
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||2025-06-04|2025
49753586052369|Cali Calmecac Language Academy|7|CCLA focus on state indicators (SBAC results, SBAC IBA results, ELPAC results, etc.) and school-level grading practices, which incorporate benchmark assessments, and common formative/summative assessments. 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 Dualimmersion 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 sessio|As indicated by the Education Code requirements via our K-8 charter school, all students have equal access to and are enrolled in a broad course of study as referenced in section 51210 of the Education Code. Each grade is vertically articulated with the grade above and below ensuring continuity in all areas of study. Cali Calmecac utilizes comprehensive data analysis to ensure all students have equitable access to a broad course of study. Our findings from the 2024-2025 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, Cali Calmecac Language Academy has exceptional enrollment rates in language and cultural studies, likely due to the specialized programs. • We have identified lower participation rates in advanced courses, prompting targeted interventions such as tutoring and academic counseling. Differences Among Student Groups: 2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 2|Per Education Code 51210 all student groups have the same access to, and are enrolled in, a broad course of study. A difference does exist with some of our Special Education students who have Individual Education Plans which may alter the total minutes of certain subject areas, in comparison to general education students, and thus provide specialized support in specific academic areas in relation to their identified, qualifying disabilities. All students participate in the full program of study unless there is a specific accommodation or modification listed in an IEP for a student in special education. Resource Allocation: Limited financial resources have impacted our ability to offer a wider variety of elective courses across the site. This is particularly noticeable in our smaller schools and those located in lower socioeconomic areas, where funding constraints restrict the variety of programs and courses available. Staffing Limitations: The hiring of personnel that has all the right credentials have created gaps among grade level teams, having to change teachers from year to year. Facilities and Infrastructure: Some of our schools are operating with outdated facilities that are not conducive to modern educational needs, such as science labs or art studios. This physical limitation restricts our ability to offer certain courses that require specialized spaces. Our school office is another area that needs attention. Transportation: For students living in rural or isolated ar|In response to state indicators and school-level grading practices in order to ensure access to a broad course of study for all students, we have implemented needed intervention in mathematics, English Language Arts, and English Language Development across all grade levels. The models of intervention vary according to grade level, K1 push in support and small group teacher intervention and integrated and designated ELD, 2nd-4th pull out ELA/ELD and math intervention as well as small group instruction with integrated and designated ELD, and 6th-8th specialized intervention classes for mathematics and ELA/ELD support, as well as integrated and designated ELD. 2025-26 Local Performance Indicator Self-Reflection for Cali Calmecac Language Academy Page 23 of 26 1. Enhanced Resource Allocation: We are reallocating budget resources to prioritize the expansion of elective offerings across all schools, particularly focusing on enhancing STEAM, arts, and vocational programs. This includes seeking additional funding through grants and partnerships with local businesses and community organizations. 2. Recruitment and Retention: To overcome staffing challenges, we have launched a targeted recruitment campaign aimed at hiring qualified teachers in underserved subject areas. Additionally, we are investing in retention programs, such as professional development and incentives, to maintain a stable and skilled teaching workforce. 3. Facility Upgrades: We have approved a multi-year capital imp|Met||2025-06-19|2025
49753900000000|Healdsburg Unified|7|Healdsburg Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports from the UC Office of the President Transcript Evaluation Service (TES) identifies access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|100% of Healdsburg Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All HUSD secondary students have access to a broad course of studies within their school offerings. Significant progress has been made over the past 5 years as a 7-period day at both Healdsburg Junior High School and Healdsburg High School has been implemented thus increasing the number of courses students can take each year. Additionally, HUSD has increased the graduation requirements for all students including 3-years of both math and science, at two years of a Language Other Than English, at least once Career Technical Education course and at least one Visual and Performing Arts Course.|There are currently no barriers preventing HUSD from providing access to a broad course of study for all students.|USD will continue to monitor and ensure access to a broad course of study for all students.|Met||2025-06-18|2025
50105040000000|Stanislaus County Office of Education|7|One hundred percent of students enrolled in Educational Options programs—including those identified as low socio-economic status, students with disabilities, English learners, foster youth, and students experiencing homelessness—have equitable access to the full range of course offerings, including Career Technical Education (CTE) pathways. Access and participation are monitored through student enrollment data and local student information systems to ensure all students are afforded the same educational opportunities regardless of background or circumstance.|One hundred percent of students enrolled in the program—including those from low socio-economic backgrounds, students with disabilities, English learners, foster youth, and students experiencing homelessness—have full access to all courses offered program wide, including Career Technical Education (CTE) pathways. Approximately 55 percent of enrolled students currently participate in CTE, reflecting strong student interest and engagement. Course access is equitable across all school sites and student groups, with no disparities in availability or enrollment. This commitment to equitable access ensures that every student has the opportunity to explore relevant, hands-on learning experiences that support both college and career readiness.|While all students have equitable access to Career Technical Education (CTE) pathways program wide, access to specific CTE courses offered exclusively at certain sites has historically presented a barrier for some students due to distance and limited transportation options. To address this challenge, the program has implemented a reorganization of school site locations and, beginning this year, is providing transportation between campuses for students who wish to enroll in CTE courses not available at their primary school site. This strategic adjustment supports increased access and participation in high-interest, hands-on learning experiences, and reinforces our commitment to equity and educational opportunity for all students.|As part of a strategic reorganization of school site locations this year, transportation between campuses has been provided to ensure that students have equitable access to Career Technical Education (CTE) offerings available at different sites. This has resulted in an increase in CTE opportunities program wide, including the establishment of a new culinary lab at the PACE campus to support hands-on, industry-aligned learning. In addition, all sites have incorporated trauma-informed art lessons, supporting students' social-emotional development and creating safe, creative spaces for expression and healing. These efforts reflect a holistic approach to student success by integrating academic, career, and emotional supports across the program.|Met||2025-06-10|2025
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.  Furthermore, GVA is committed to Specials, classes such as Spanish, Art, Music, GEMS, etc. offering students opportunities to participate in highly engaging, preferred content on a regular basis.|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||2025-06-27|2025
50105040129023|Stanislaus Alternative Charter|7|100% of students, including low-socio-economic status, Special Ed, EL, FY, and Homeless have access to all the courses offered programwide, including CTE.|100% of students, including low-socio-economic status, Special Ed, EL, FY, and Homeless have access to all the courses offered programwide, including CTE. Approximately 7% of 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 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||2025-06-10|2025
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 TK VAPA program, Media Arts program, Visiting Artists and K-6 music programs. TK-6 students at the dual language sites, Lucas and Caswell, receive instruction from the Multicultural Arts teacher. Additional measures included in the LCAP include zero period offerings at the two comprehensive high schools; open access to Honors, Accelerated, and Advanced Placement coursework in grades 7-12; access to Career Technical Education pathway courses, including module careers exposure course in junior high; access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate. 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, Caswell, Mae Hensley JH, and Cesar Chavez JH. Patricia Kay Beaver is a K-8 leadership magnet. 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 and we work with our local community college to offer a variety of dual enrollment course options|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||2025-06-19|2025
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||2025-06-19|2025
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||2025-06-19|2025
50710430112292|Aspire Summit Charter Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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 that 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 at every grade level.|All students in grades TK-5th are enrolled in self-contained classrooms.  Each classroom teacher submits their daily agenda to the administrator to ensure 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 taught in the classroom.  Additional enrichment programs, such as Cooking, Yoga, Gardening, Arts and Crafts, Brain Break Games, Storytelling, and Zumba are offered after school.  All students also participate in an agricultural career day at Chatom Elementary.    All students in grades 6th- 8th are placed on the master schedule, which includes English, English Language Development, social science, physical education, science, and mathematics.  Health is incorporated into both the physical education program and the science curriculum.  Students in grades 6th-8th are offered after-school programs which include academic support, technology, enrichment, language support, 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 students move through the middle school grades, they are exposed to a variety of class activities 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||2025-06-24|2025
50710680000000|Denair Unified|7|Our schools build master schedules to ensure that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses. Principals and counselors monitor student schedules and grades (progress reports/report cards/transcripts) to track student performance and provide support and/or intervention courses for students who are struggling. Students with disabilities are served in the general education setting whenever possible, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. All students take the same core classes, based on California state standards, with differentiated instruction provided by teachers. For example, all eighth graders take Math 8 as described in the California Math Framework. Students are heterogeneously grouped and teachers differentiate instruction to support student learning. At the high school level, a variety of Advanced Placement and dual Enrollment (College and Career Access Pathways, CCAP) 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. In addition, we have improved the number of students achieving the State Seal of Biliteracy from an average of 4 per year to 12 students in 2025. This improvement is correlated with the courses of study available for our multilingual students.|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 world 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||2025-06-12|2025
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 provide both designated and integrated English language development. Students who have been recently been reclassified as fluent English proficient have access to support staff 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||2025-06-12|2025
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 9-12, all of which are now available to students.|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. A subscription with Edmentum allows us to offer courses from a credential teacher not on site to support our students with a wide breadth of course offerings.|Met||2025-06-12|2025
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, Homeless, and African American student groups. 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 2023-2024 to 2024-2025 school year were 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||2025-06-26|2025
50710840000000|Gratton Elementary|7|Upon review of the master schedules, it is confirmed that all students in grades 1–6 are provided access to, and are enrolled in, the course of study as outlined in California Education Code sections 51210 through 51212. Similarly, all students in grades 7–8 have access to, and are enrolled in, the course of study specified in Education Code sections 51220 through 51229.  Across all grade levels, the LEA utilizes a combination of student enrollment data, demographic information, academic achievement metrics, and input from educational partners to inform the development of additional course offerings. At the middle school level (grades 7–8), the LEA further incorporates student balloting to identify areas of interest and need, which directly informs the construction of the master schedule.|Gratton Elementary School conducts an annual review of its master schedules, staffing allocations, and facility usage to ensure that all students have equitable access to a broad course of study, as required by California Education Code sections 51210–51212 and 51220–51229. The school also integrates a range of Visual and Performing Arts opportunities within classroom instruction to enrich student learning experiences.|As a small, rural school district, Gratton Elementary School operates with one classroom per grade level across nine grades, which presents unique challenges in offering a broad course of study, particularly for students in grades seven and eight. Despite these constraints, the school is committed to enriching the educational experience by integrating diverse enrichment opportunities within classroom instruction and through supplemental experiences such as field trips and on-site presenters.|Gratton Elementary conducts an annual review of the master schedule across all grade levels, making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in alignment with California Education Code sections 51210–51212 and 51220–51229. These adjustments are informed by both compliance requirements and stakeholder input, including student interests and educational partner feedback.|Met||2025-06-09|2025
50710840120089|Gratton Charter|7|Upon review of the master schedules, it is confirmed that all students in grades 1–6 are provided access to, and are enrolled in, the course of study as outlined in California Education Code sections 51210 through 51212. Similarly, all students in grades 7–8 have access to, and are enrolled in, the course of study specified in Education Code sections 51220 through 51229.  Across all grade levels, the LEA utilizes a combination of student enrollment data, demographic information, academic achievement metrics, and input from educational partners to inform the development of additional course offerings. At the middle school level (grades 7–8), the LEA further incorporates student balloting to identify areas of interest and need, which directly informs the construction of the master schedule.|Gratton Elementary School conducts an annual review of its master schedules, staffing allocations, and facility usage to ensure that all students have equitable access to a broad course of study, as required by California Education Code sections 51210–51212 and 51220–51229. The school also integrates a range of Visual and Performing Arts opportunities within classroom instruction to enrich student learning experiences.|As a small, rural school district, Gratton Elementary School operates with one classroom per grade level across nine grades, which presents unique challenges in offering a broad course of study, particularly for students in grades seven and eight. Despite these constraints, the school is committed to enriching the educational experience by integrating diverse enrichment opportunities within classroom instruction and through supplemental experiences such as field trips and on-site presenters.|Gratton Elementary conducts an annual review of the master schedule across all grade levels, making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in alignment with California Education Code sections 51210–51212 and 51220–51229. These adjustments are informed by both compliance requirements and stakeholder input, including student interests and educational partner feedback.|Met||2025-06-09|2025
50710920000000|Hart-Ransom Union Elementary|7|We use AERIES to track student course of study.|The AERIES system tracks English Learners (EL), Students With Disabilities (SWD) and Foster students.|We do not have any current barriers restricting student access to a broad course of study.|None at this time.|Met||2025-06-12|2025
50710926112965|Hart-Ransom Charter|7|Students participate in a range of community college classes for dual enrollment, online courses,  CTE Pathways through the community college, hybrid courses and asynchronous courses. Many of these course options such as online courses begin in grade six. College courses are available starting at age 13.|As we are a single district authorized charter, we have the same broad course of study available to all students. Support classes are available to students to support students needing extra support such as underrepresented students.|Some dual enrollment college courses are offered through CCAP, and have accompanying support classes. Students who have more challenges in a more rigorous class, such as a community college class without an accompanying support class may present as a challenge taking these classes successfully as a result of the terms of rigor or pace for unduplicated students with limited academic readiness.|We have increased our offering of science classes for our students in grades 2, 4, 5, 7, 8, and in high school to allow all students, including underrepresented, students the academic vocabulary and exposure to science concepts prior to high school and college classes.|Met||2025-06-12|2025
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 schedule 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  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 14 of 16 opportunities. We will hire a Director of Student Services this year, who will take the lead on developing a master schedule that will allow us to incorporate more CTE classes and electives.|Met||2025-06-16|2025
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 schedule 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  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 14 of 16 opportunities. We will hire a Director of Student Services this year, who will take the lead on developing a master schedule that will allow us to incorporate more CTE classes and electives.|Met||2025-06-16|2025
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 schedule 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. We will hire a Director of Student Services this year, who will take the lead on developing a master schedule that will allow us to incorporate more CTE classes and electives.|Met||2025-06-16|2025
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 schedule 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  2025-26 Local Performance Indicator Self-Reflection for Hickman Community Charter District Page 14 of 16 opportunities. We will hire a Director of Student Services this year, who will take the lead on developing a master schedule that will allow us to incorporate more CTE classes and electives.|Met||2025-06-16|2025
50711340000000|Keyes Union|7|Action Plan for Continuous Improvement: Keyes Union Elementary School District In response to the key learnings derived from the analysis of local climate survey data and identifying areas of need, Keyes School District has developed a comprehensive action plan to address the identified challenges and foster continuous improvement within the school environment. The following outlines the changes to existing plans, policies, or procedures that the district has determined necessary:|Bullying Prevention Initiative: Implementation of targeted anti-bullying programs and interventions tailored to address the concerns raised by survey data. Revision of school policies and procedures to strengthen mechanisms for reporting and addressing incidents of bullying promptly and effectively. Training sessions for staff and students to raise awareness about bullying prevention strategies and promote a culture of empathy and respect. Support for Special Populations:|Enhancement of support services and resources for special student populations, including students with disabilities and foster youth. Development of individualized support plans in collaboration with families and relevant stakeholders to address the unique needs of these students. Implementation of professional development opportunities for educators focused on inclusive practices and strategies for supporting diverse learners. Equity in Resource Allocation:|Conducting a comprehensive review of resource allocation practices to identify and address any disparities in access to educational opportunities and support services among student groups. Revision of budgetary priorities to ensure equitable distribution of resources across all schools and student populations within the district. Regular monitoring and evaluation of resource allocation practices to ensure alignment with the district's equity goals and objectives. Family Engagement Enhancement: Expansion of outreach efforts to foster meaningful partnerships with families, particularly those from underserved communities. Implementation of culturally responsive family engagement strategies and initiatives aimed at increasing parent involvement in their child's education. Establishment of parent advisory committees and forums to provide opportunities for collaborative decision-making and feedback on district policies and practices. Conclusion: The Keyes Union Elementary School District is committed to implementing the necessary changes to address areas of need identified through the analysis of local data and the identification of key learnings. By revising existing plans, policies, and procedures and taking proactive steps to foster continuous improvement, the district aims to create a safe, supportive, and inclusive learning environment where all students have the opportunity to thrive academically and socially.|Met||2025-06-10|2025
50711346113286|Keyes to Learning Charter|7|Through local data collection, SARC and LCAP, access to a broad course of study will continue to be tracked.|All students have access to a broad course of study.|No barriers to a broad course of study|All students will continue to have access to a broad course of study.|Met||2025-06-10|2025
50711420000000|Knights Ferry Elementary|7|The district used formal and informal measures to gather data including survey of all staff  on CA Dashboard indicators  . 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 a maxium of 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 differences in access to a broad course of study accross student groups. All students rregardless 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 for all students and not just some students. Some of the barriers are lack of funding to provide ancillary instruction as as a World Language or a lack of access to qualified teachers.|The LEA will continue to seek creative opportunities to use existing funding sources to continue to provide art. Music will be provided to all students in the 2025-2026 school year.|Met||2025-06-26|2025
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||2025-06-23|2025
50711670137265|Aspire University Charter|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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||2025-06-10|2025
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, Dual Enrollment, 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||2025-06-23|2025
50711750120212|Aspire Vanguard College Preparatory Academy|7|We use PowerSchool to track student enrollment and access to a broad course of study across grade spans, including students with disabilities and unduplicated student groups. Staff members—including teachers, counselors, and administrators—monitor enrollment patterns to ensure students have equitable access to core academics, physical education, and enrichment.|Our analysis shows that all students, regardless of background, have access to a broad course of study, including core academic subjects, P.E., and intervention support. Differentiated instruction and accommodations are provided through IEPs, 504s, and MTSS to ensure access and inclusion for students with diverse needs. Over time, we’ve expanded access to enrichment opportunities and continue to make adjustments as needed.|Currently, there are no significant barriers to access. We monitor enrollment data and intervene promptly if gaps emerge. Flexibility in scheduling and our focus on inclusive practices ensure students can participate fully.|While access is strong, we remain committed to equity and improvement. We review course offerings annually and adjust based on student interests and needs. As we grow, we continue to develop staff capacity, invest in inclusive curriculum, and offer targeted supports to ensure every student receives a rich, well-rounded education.|Met||2025-06-18|2025
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||2025-06-18|2025
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||2025-06-18|2025
50712170000000|Patterson Joint Unified|7|PJUSD uses a self-assessment tool developed by the Educational Services department which identifies the number and type of courses available at each school and determines if students who are English learners, foster youth, socio-economically disadvantaged, or have special needs are able to access and are enrolled in a broad 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, PJUSD's student information system.|Students in the elementary setting are provided Board adopted core curriculum. Courses include English, math, science, social studies, and designated English language development for English learners. Students also receive 200 minutes of physical education every 10 days and VAPA  instruction every week.   2025-26 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict Page 15 of 18 Students in the middle grade setting are enrolled in the core classes of English, math, science, social studies, and designated English language development for English learners. 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. However, PJUSD is moving towards a co-teaching model in 2025/26 to ensure equity, access, and inclusivity to a broad course of study.|For the 2024/25 school year, 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.|The development of the 2025/26 LCAP aims to expand students' access to a broad course of study at the high school level. A comprehensive analysis of the master schedule occurred during the 2024/25 school year. Furthermore, the structure of designated ELD classrooms and updated curriculum was explored to support English learner students. This, coupled with ensuring all English learner students are placed in an appropriate grade level, AG aligned English class, will occur as part of the comprehensive overhaul of the master schedule and will expand access to a broad course of study during the 2025/26 school year. For students with disabilities, plans are underway to have students participate in core content classes with their general education peers utilizing a co-teaching model. Furthermore, extensive professional development and coaching, equitable grading practices, and expansion of CTE programs for all students are additional areas that are contained within the 2025/26 LCAP to expand students' access to a broad course of study.|Met||2025-06-16|2025
50712330000000|Roberts Ferry Union Elementary|7|Upon review of the master schedules, it is confirmed that all students in grades 1–6 are provided access to, and are enrolled in, the course of study as outlined in California Education Code sections 51210 through 51212. Similarly, all students in grades 7–8 have access to, and are enrolled in, the course of study specified in Education Code sections 51220 through 51229.  Across all grade levels, the LEA utilizes a combination of student enrollment data, demographic information, academic achievement metrics, and input from educational partners to inform the development of additional course offerings. At the middle school level (grades 7–8), the LEA further incorporates student balloting to identify areas of interest and need, which directly informs the construction of the master schedule.|Roberts Ferry Elementary School conducts an annual review of its master schedules, staffing allocations, and facility usage to ensure that all students have equitable access to a broad course of study, as required by California Education Code sections 51210–51212 and 51220–51229. The school also integrates a range of Visual and Performing Arts opportunities within classroom instruction to enrich student learning experiences.|As a small, rural school district, Roberts Ferry Elementary School operates with one classroom per grade level across nine grades, which presents unique challenges in offering a broad course of study, particularly for students in grades seven and eight. Despite these constraints, the school is committed to enriching the educational experience by integrating diverse enrichment opportunities within classroom instruction and through supplemental experiences such as field trips and on-site presenters.|Roberts Ferry Elementary conducts an annual review of the master schedule across all grade levels, making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in alignment with California Education Code sections 51210–51212 and 51220–51229. These adjustments are informed by both compliance requirements and stakeholder input, including student interests and educational partner feedback.|Met||2025-06-10|2025
50712330121525|Roberts Ferry Charter School Academy|7|Upon review of the master schedules, it is confirmed that all students in grades 1–6 are provided access to, and are enrolled in, the course of study as outlined in California Education Code sections 51210 through 51212. Similarly, all students in grades 7–8 have access to, and are enrolled in, the course of study specified in Education Code sections 51220 through 51229.  Across all grade levels, the LEA utilizes a combination of student enrollment data, demographic information, academic achievement metrics, and input from educational partners to inform the development of additional course offerings. At the middle school level (grades 7–8), the LEA further incorporates student balloting to identify areas of interest and need, which directly informs the construction of the master schedule.|Roberts Ferry Elementary School conducts an annual review of its master schedules, staffing allocations, and facility usage to ensure that all students have equitable access to a broad course of study, as required by California Education Code sections 51210–51212 and 51220–51229. The school also integrates a range of Visual and Performing Arts opportunities within classroom instruction to enrich student learning experiences.|As a small, rural school district, Roberts Ferry Elementary School operates with one classroom per grade level across nine grades, which presents unique challenges in offering a broad course of study, particularly for students in grades seven and eight. Despite these constraints, the school is committed to enriching the educational experience by integrating diverse enrichment opportunities within classroom instruction and through supplemental experiences such as field trips and on-site presenters.|Roberts Ferry Elementary conducts an annual review of the master schedule across all grade levels, making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in alignment with California Education Code sections 51210–51212 and 51220–51229. These adjustments are informed by both compliance requirements and stakeholder input, including student interests and educational partner feedback.|Met||2025-06-10|2025
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 arts education, elementary students have access to visual arts lessons, band, strings, choir, and the Orff music education approach, which integrates music, movement, drama, and speech through instruction by trained teachers.  At the middle school level, all students in grades 7 and 8 have access to a broad course of study, including English, Mathematics, Social Science, Science, Health, Physical Education, and The Arts. Middle school elective offerings include Performing Arts — Band, Drumline, and Strings; Visual Arts & Media — Visual Art and Yearbook; Leadership and Service — ASB Leadership, Leader in Me®, and Community Service; Practical and Applied Arts — Culinary Arts and Industrial Arts; and Academic Support — Study Hall.|The district identified no barriers preventing access.|The district did not revise or implement new actions.|Met||2025-06-17|2025
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||2025-06-27|2025
50712740000000|Shiloh Elementary|7|In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically within the 7-8 level, the LEA also includes student balloting to identify needs and interests of students to design the master schedule.|Shiloh 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 Shiloh Elementary District is a small, rural school district with one classroom for each of the ten grade levels.  Offering a broad course of study, particularly for our seventh-eighth grade students can be a challenge; however the district did modernize a three-room section of the school to modify the space into a STEM Center which is used to provide Science and Art lessons.  We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.|Shiloh 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||2025-06-10|2025
50712740121558|Shiloh Charter|7|In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically within the 7-8 level, the LEA also includes student balloting to identify needs and interests of students to design the master schedule.|Shiloh 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 Shiloh Elementary District is a small, rural school district with one classroom for each of the ten grade levels.  Offering a broad course of study, particularly for our seventh-eighth grade students can be a challenge; however the district did modernize a three-room section of the school to modify the space into a STEM Center which is used to provide Science and Art lessons.  We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.|Shiloh 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||2025-06-10|2025
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 2024-2025 school year.  Weekly Classroom music was also provided to all students during 2024-2025 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 2025-2026 elective selections based on student balloting in the Spring of 2025.|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.  Elective course offerings for grades 7-8 have been added and adjusted for the 25-26 school year to more fully meet the interests of students as indicated by student balloting.  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||2025-06-05|2025
50712900000000|Sylvan Union Elementary|7|Students in elementary and middles school are enrolled in their grade level based on birthdate. At their grade level, the base program offered would include: English Language Arts, Mathematics, Social Studies, Science, and Physical Education. Courses are taught by credentialed teachers who may hold single, multiple or supplemental credentials required for content instruction. Students who are level 1’s or 2’s (as determined by the student’s score on the ELPAC–English Language Proficiency Assessments for California) are provided a course of study in English Language Development taught by a teacher on special assignment.  Students who are identified through the response to intervention process engage in intervention as taught by the teachers during intervention/mascot time, ELD/Literacy Specialists and/or Instructional Facilitator.  Students identified through assessment are also identified for course support through special education and gifted education. On top of this broad course of study, all students in kindergarten through fifth grade also engage in classroom music and art lessons taught by a specialist or TOSA. Fifth grade students are offered the opportunity to participate in band or orchestra taught by a music teacher.  Elective courses are offered to students in grades 6th - 8th; students are able to request an elective and sites do their best to uphold requests based on the student's individual needs.|All of the students enrolled in Sylvan Union School District have access to and are enrolled in a broad course of study. Two elementary school sites, Sylvan STEAM Academy and Standiford Elementary School, have a course of study that is different from what is offered at other sites. Sylvan STEAM enrollment is based on a lottery system. Students who are identified to attend the GATE program at Standiford Elementary School are identified based on a cognitive assessment. Training is taking place for teachers across the district to support students with the broad course of study offered through gifted and talented education, which includes innovative teaching strategies found in STEAM education. Through Professional Learning opportunities, teachers are able to learn how to implement these strategies in their own classrooms. Students in self contained special education classrooms, engage in a broad course of study both in their self contained classroom and through mainstream opportunities.|The master schedule can be a barrier to students gaining access to a broad course of study because sections a student may need can occur on the master schedule concurrently. Middle School administrators and office registrars work to find a balance to respond to these issues. Some students do not receive elective courses at the middle school level because they need a course that provides intervention in ELA or mathematics, taking the place of an elective.|To ensure all students have access to a broad course of study, middle school site administrators have looked to open up more courses to provide opportunities for all students to access these courses. Students are also provided access to opportunities after school through the extended day courses. Training is being provided to teachers to meet the needs of all levels of learners to intervene or enrich their learning.|Met||2025-06-17|2025
50713240000000|Valley Home Joint Elementary|7|Upon review of the master schedules, it is confirmed that all students in grades 1–6 are provided access to, and are enrolled in, the course of study as outlined in California Education Code sections 51210 through 51212. Similarly, all students in grades 7–8 have access to, and are enrolled in, the course of study specified in Education Code sections 51220 through 51229.  Across all grade levels, the LEA utilizes a combination of student enrollment data, demographic information, academic achievement metrics, and input from educational partners to inform the development of additional course offerings. At the middle school level (grades 7–8), the LEA further incorporates student balloting to identify areas of interest and need, which directly informs the construction of the master schedule.|Valley Home Elementary School conducts an annual review of its master schedules, staffing allocations, and facility usage to ensure that all students have equitable access to a broad course of study, as required by California Education Code sections 51210–51212 and 51220–51229. The school also integrates a range of Visual and Performing Arts opportunities within classroom instruction to enrich student learning experiences.|As a small, rural school district, Valley Home Elementary School operates with one classroom per grade level across nine grades, which presents unique challenges in offering a broad course of study, particularly for students in grades seven and eight. Despite these constraints, the school is committed to enriching the educational experience by integrating diverse enrichment opportunities within classroom instruction and through supplemental experiences such as field trips and on-site presenters.|Valley Home Elementary School conducts an annual review of the master schedule across all grade levels, making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in alignment with California Education Code sections 51210–51212 and 51220–51229. These adjustments are informed by both compliance requirements and stakeholder input, including student interests and educational partner feedback.|Met||2025-06-10|2025
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 2024-25 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||2025-06-16|2025
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||2025-06-10|2025
50755560000000|Riverbank Unified|7|Riverbank Unified tracks access to a broad course of study through multiple locally selected measures, including master schedule reviews, course enrollment and completion data, and participation in Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, and dual enrollment. Tools such as statewide student information systems (Aeries) and internal data dashboards allow staff to analyze access by grade span, unduplicated student group, and students with disabilities. Annual feedback from the LCAP Educational Partner Committee, student course request forms, and Measurable Results Assessment (MRA) survey data also inform how well offerings align to student interests, needs, and postsecondary readiness.|All students in Riverbank Unified have access to a broad course of study aligned to state standards. Students in grades 1–5 participate in computer science/coding and visual and performing arts, with instrumental music beginning in grade 5. At Cardozo Middle School, electives are expanded through a zero-period option, and students enrolled in the multilingual program take Spanish or Mandarin. Riverbank High School offers 11 AP courses, 11 CTE pathways, dual enrollment through MJC and UC Merced, and A–G coursework. New courses for 2025–26 include Ethnic Studies and Freshman Seminar to support college, career, and cultural readiness. Intervention periods such as Bruin Time, Eagle Time, and elementary MTSS blocks ensure that academic support is embedded within the school day and does not limit access to enrichment. There are no course access differences between the middle and high schools; elementary differences reflect the presence of the Riverbank Academy of Multilingual Education (RAME) at California Avenue.|One ongoing challenge is balancing the academic support needs of English learners, students with disabilities, and those performing below grade level with the goal of maintaining full access to electives and enrichment opportunities. In some cases, intervention or ELD support must be scheduled during elective blocks which may reduce flexibility in accessing a full range of elective courses. Riverbank Unified is addressing this by reviewing master schedules, expanding push-in supports, and continuing efforts to reclassify English learners. The district also uses MRA and LCAP data to evaluate how students across all groups perceive access and relevance of the course offerings.|In 2025–26, Riverbank Unified will continue to expand access to rigorous and engaging coursework through the implementation of K–2 universal reading screeners and by refining master schedules to minimize scheduling conflicts that may affect access to both intervention and enrichment opportunities. New high school courses (e.g., Ethnic Studies, Freshman Seminar) reflect student voice and current academic needs. Educational partner input through LCAP committees, ELAC/DELAC, and the MRA survey helps guide course offerings and access equity. The district remains committed to ensuring all students, including unduplicated and exceptional needs populations, experience a comprehensive, engaging, and standards-aligned course of study at every grade span.|Met||2025-06-24|2025
50755560113852|Riverbank Language Academy|7|RLA has a main goal centered on biliteracy (English and Spanish) and the school has seen significant gains in literacy, specific to ELA Reading and Writing scores across all grades in English Language Arts. Additional academic support is offered to students not meeting English Language Development standards. The school has created intervention supports to ensure students making progress toward English proficiency. Additionally, RLA teachers participate in professional learning communities that are centered on student learning. RLA will continue with Professional Learning Comunities to better support academic achievement for all scholars.|Students have access to a TK-8 multilingual program and have the opportunity to promote from 8th grade with the Silver Seal of Multilingual Education.|There has been slow and steady growth in ELA and mathematics in all grades due to Professional Learning Communities|RLA will focus on addressing the needs of Long Term English Learners and will be part of the student interventions.|Met||2025-06-24|2025
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 25-26 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, Performing Arts, Physical Education, Science, Agriculture, Business and Finance, Health Science and Medical Technology, and Work Experience Education, with the addition of Fire Science and, for next year, ASL.|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 to support 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 and CTE classes when appropriate, and providing an array of electives from which students can choose.|Met||2025-06-09|2025
50755645030176|Oakdale Charter|7|All students at Oakdale Charter have access to a broad course of study in all grade spans, including unduplicated students and individuals with exceptional need. We are working to increase the number of students who are college and career ready and increase completion of A-G requirements. Courses currently available include English, science, social science, math, and foreign language.|All students are enrolled in a broad course of study at Oakdale Charter. Teachers provide Tier I intervention in order to provide more support for struggling students. All students, including resource students, use grade-level, district adopted curricula.|We have no barriers preventing our school from providing access to a broad course of study for all students.|Oakdale Charter continues to work to ensure that all students have access to a broad course of study through various trainings and the adoption of new classes and materials. We are currently working to expand our offerings to include an A-G approved visual art class, as well as music classes, so that students have more electives from which to choose.|Met||2025-06-09|2025
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 some 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||2025-06-12|2025
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||2025-06-10|2025
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, 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||2025-06-17|2025
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 Mental Health Clinician 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 via concurrent enrollment for 9th - 12th grade 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 and in-person courses. 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||2025-06-17|2025
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 and 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’s schedule has multiple 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 as needed. Fusion has a shuttle service to provide transportation for  students who are unable to access the city bus because of distance from a bus stop or safety concerns.|Met||2025-06-20|2025
51105120000000|Sutter County Office of Education|7|FRA utilizes multiple locally selected tools and strategies to ensure all students, including those within unduplicated student groups, have equitable access to and enrollment in a broad course of study. As part of the enrollment process and at the end of each academic quarter, students meet with their counselor to review and update their Individualized Learning Plan. These regular check-ins are intended to monitor progress toward graduation and verify that students are enrolled in courses that support their academic pathways and, when applicable, the terms of their expulsion plans. Aeries tracks course enrollment, academic performance, and credit accrual, while Edgenuity provides an additional platform for monitoring student participation in various educational offerings. These systems collectively support the school’s commitment to providing all students access to a comprehensive and standards-aligned course of study.|FRA gathers data from multiple sources to evaluate student access to a broad course of study, focusing on grade spans, unduplicated student groups, and students with exceptional needs. Data from Edgenuity course enrollments and usage reports, Aeries course schedules, and participation in on-campus Career Technical Education and Physical Education programs are regularly analyzed to determine the extent to which students are sufficiently accessing a comprehensive educational experience. All students at FRA have access to on-campus CTE and PE courses, and a full range of Edgenuity courses is also available. Teachers, support staff, and the school counselor work collaboratively to ensure students know course options and requirements. The counselor intentionally tries to enroll students in courses aligned with graduation requirements and, where applicable, with the conditions for reentry into their district of residence. While foreign language and health courses are offered through Edgenuity, enrollment in these courses remains limited. Visual and performing arts are also accessible via Edgenuity. In addition to on-campus PE instruction, students may complete physical activity logs to fulfill PE graduation requirements. FRA has established clear procedures for appropriate course placement and developed strategies to engage students in available CTE and PE offerings actively. Upon enrollment, each student meets with the counselor to create an individualized learning plan, which out|Most students enrolled at Feather River Academy enter the program with significant disciplinary histories and academic deficiencies. Many have struggled to succeed in a traditional comprehensive school setting and perform below grade level in core academic areas. High school students, in particular, often arrive credit deficient, and approximately 16% of the student population has an active Individualized Education Program. Given these factors, FRA strategically allocates resources to address foundational academic needs as a priority before expanding access to courses such as foreign language and visual and performing arts. The school’s instructional approach focuses first on credit recovery, literacy, numeracy, and behavioral support to ensure students can re-engage with learning in a structured, supportive environment. Additional barriers, such as high student transiency, low attendance rates, and the prevalence of mental health challenges, further impact students’ ability to access a full range of courses during the school day. These conditions require a concentrated focus on stabilizing students academically and emotionally. As a result, instructional time and support services are prioritized to meet students’ most immediate academic and social-emotional needs while continuing to provide access to a broad course of study through platforms such as Edgenuity and on-campus programs.|Feather River Academy is actively working to expand student access to a broad course of study by increasing flexibility in course offerings through Edgenuity. To support this, classroom teachers have received training in delivering standards-based instruction, particularly in health education. Additionally, FRA has introduced student-centered days to enhance engagement with the Edgenuity curriculum. These days provide hands-on, experiential learning opportunities that reinforce core content and support diverse learning styles. Students can earn physical education credits through direct on-site instruction or by completing activity logs, which are reviewed and approved by the school counselor and site administration. This dual-option model accommodates the FRA's student population's varying needs and circumstances while meeting state graduation requirements. Ongoing professional development will focus on increasing the implementation of Edgenuity and integrating student-centered instructional practices. These efforts aim to strengthen instructional delivery and ensure that students are fully supported in accessing a comprehensive, standards-aligned course of study. Ultimately, this approach contributes to students' progress toward graduation and/or successful transition back to their district of residence.|Met||2025-06-18|2025
51105120138040|AeroSTEM Academy|7|||||Not Met|||2025
51105120140152|Pathways Charter Academy|7|Pathways Charter Academy utilizes various locally selected tools and measures to ensure that all students, across grade spans, have equitable access to and are enrolled in a broad course of study. Upon enrollment and again at the end of each semester, students meet with the school counselor to review and update their Individualized Learning Plan. These meetings are essential to help students understand their progress toward graduation, ensure they are enrolled in appropriate courses, and confirm they are on track to earn a high school diploma and/or meet the terms of any expulsion agreements. Course enrollment, academic performance, and credit accumulation are closely monitored through the Aeries Student Information System. Additionally, Edgenuity serves as a supplemental platform to expand course offerings and track access to various subjects that support a broad educational experience. These systems provide valuable data to help staff identify and address any gaps in course access.|At Pathways Charter Academy, data is collected from multiple sources to evaluate the extent to which students have access to and are enrolled in a broad course of study. Edgenuity course data and reports, Aeries enrollment records, and participation in Career Technical Education and Physical Education are analyzed to determine student access by grade span, unduplicated student group status, and individual needs, including students with disabilities. All students at PCA have access to on-site CTE and PE classes and a wide range of Edgenuity courses that support a comprehensive curriculum. Teachers and support staff actively ensure students know available course offerings and understand academic requirements. The school counselor plays a central role in enrolling students in the courses necessary for graduation and, when applicable, for reentry into their district of residence. Although foreign language and visual and performing arts courses are available through Edgenuity, they are not accessed as frequently. Health and foreign language requirements are also available online, while PE credits can be earned through on-campus instruction and counselor-approved activity logs. PCA has implemented a straightforward process for enrolling students in appropriate courses, focusing on increasing engagement in on-campus offerings such as CTE and PE. Each student meets with the school counselor to develop an Individual Learning Plan upon enrollment. This meeting ensures students understa|Many students enrolled at Pathways Charter Academy arrive with a history of disciplinary issues and academic challenges. Many have struggled to succeed in a traditional comprehensive school setting and, as a result, perform below grade level in most core academic subjects. A large portion of PCA’s high school population is credit deficient, and approximately 13% of students have an active Individualized Education Program. These factors necessitate prioritizing instructional resources and support services to address foundational academic needs before expanding access to courses such as foreign language and visual and performing arts. In addition, high rates of student transiency, chronic absenteeism, and the prevalence of mental health challenges further compete for time and focus during the school day.|Pathways Charter Academy is committed to providing students with flexible options to access a broad course of study through Edgenuity, an online instructional platform. To enhance student learning and engagement, teachers supplement Edgenuity content with in-person instruction on designated days that feature hands-on, student-centered activities aligned with course objectives. Students can earn physical education (PE) credits through on-site PE classes or by completing activity logs, which the school counselor and administration must approve. This dual approach allows students to meet graduation requirements in a way that accommodates individual needs and learning preferences. Ongoing professional development in using Edgenuity and implementing Student-Centered Days will continue to strengthen instructional fidelity.|Met||2025-06-18|2025
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 2025-2026 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 2025-2026 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 2025-2026 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.|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 Drama Club are programs that have been implemented in 2024-2025 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 TK-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||2025-06-24|2025
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||2025-06-12|2025
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, 2, 3 and 4, 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 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 Honors and Dual Enrollment offerings in our core content area. We need to look at our Honors  and Dual Enrollment offerings to either develop or revamp an academic pathway, to include a path to earn an Associate’s Degree while in high school, 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||2025-06-12|2025
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. Beginning in the 2025/26 school year there will be two classes each for grades TK-8 for a total of 20 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||2025-06-18|2025
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 2024-25 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 2024-25 to 7th and 8th grade students and will continue going forward.|Met||2025-06-12|2025
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||2025-06-09|2025
51714070109793|South Sutter Charter|7|All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s SIS including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation & 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 & Math 2 to 3 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. School Counselors meet with every high school student as they begin their 9-12 journey to discuss curriculum, course options, & plan a course of study that aligns with the student’s post-graduate plans. Community college courses, CTE program offerings, and academic rigor are discussed with each student. The Special Education Dept 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 & Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning record. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly 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 synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “Life Skills” or “Visual and Performing Arts” requirements. School counselors work 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 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 targeted, 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 high school. All students preparing for post secondary institutions have support from the School Counselors 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 the 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 has greatly expanded synchronous online classes for college preparation courses, academic support classes, and CTE courses. 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||2025-06-10|2025
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||2025-06-26|2025
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, and 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, at the TK-8 level, 100% of students are enrolled in core subjects; language arts, math, science, and history, with most students taking at least six courses. Additionally, TK-8 students engage in courses that provide remediation, enrichment, and opportunities for deeper learning beyond the core curriculum. At the high school level, students consistently enroll in a range of academic pathways, including college preparatory, honors, Advanced Placement (AP), and credit recovery courses. Students also have access to Career and Technical Education (CTE) programs, which have been implemented at both the high school and middle school levels. Students across all grade levels are enrolling in electives in addition to their core coursework, ensuring a well-rounded educational experience.|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.|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-on (SSO) experiences to reduce barriers that impede student access due to multiple student logins. The school strives to offer additional electives in the CTE category (including a new high school “Legal Practices” pathway, under Public Services) 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). In advance of new state mandates, Ethnic Studies, and Personal Finance options are now available to CAVA high school students. Math and Literacy Lab courses continue at the high school to support struggling 9th and 10th graders with foundational skills in math and/or ELA course(s). Math and ELA teachers and leaders have been working over the summer and during the school year to continuously evaluate data, improve course materials, and ensure effective implementation of the program. Also at the high school, after-hours sessions were offered (with credentialed teachers) for our ELD students and students with unstable housing, to support their work in A-G courses.|Met||2025-06-23|2025
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||2025-06-12|2025
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||2025-06-16|2025
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||2025-06-12|2025
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 added 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||2025-06-18|2025
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||2025-06-18|2025
51714560133934|Feather River Charter|7|School tracks all course access via the Master Agreement for TK-12 students. All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system. Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and electives. The school has highlighted CTE course requirements during the development of the IGP. The IGPs are reviewed annually by the student’s teacher and counselor with the student/parent. Students also receive instructional funds allowing them to select course curriculum and to pursue enrichment opportunities in a field of study. Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board. The following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master agreement, IGPs, master schedule, student course schedule (semester), progress reports (grades 9th-12th), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition. The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups.|We do not have barriers in providing students access to a broad course of study. All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science. We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students. However, other evidence from interviews, observations, and documents suggest that the monitoring of IGP progress needs to be enhanced. Staff has developed a number of checklists or guides to support families and teachers toward shared clarity regarding all grade-level standards and state requirements (i.e., “I Can” statements, course outlines, course descriptions, at-a-glance documents, scope and sequence documents, pacing guides and high school graduation requirements).|Met||2025-06-02|2025
51714640000000|Yuba City Unified|7|Yuba City Unified School District (YCUSD) uses a combination of locally selected tools and data systems to monitor and ensure that all students, including duplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study across all grade spans.  Key measures include: Master Schedule Reviews: Site-level and districtwide audits of master schedules are conducted to ensure all students have access to courses in core content areas (ELA, Math, Science, History–Social Science) as well as Visual and Performing Arts, World Language, Career Technical Education (CTE), Physical Education, and Health.  Student Information System (Aeries): Enrollment data is disaggregated by student group (e.g., English learners, foster youth, low-income students, students with disabilities) and grade level to ensure proportional access to a full range of coursework.  IEP and 504 Plan Monitoring: For students with exceptional needs, access to the full course of study is monitored through Individualized Education Program (IEP) and Section 504 review processes, ensuring instructional placement aligns with both state standards and individualized supports.  Course Enrollment Reports and Analysis: The district reviews course enrollment patterns. especially in electives, advanced coursework, and CTE pathways, to identify and address any disparities among underrepresented student groups.|Yuba City Unified School District (YCUSD) uses Synergy enrollment data, master schedule reviews, and IEP monitoring to ensure all students have access to a broad course of study. This includes core content, Visual and Performing Arts, World Languages, Physical Education, and Career Technical Education (CTE), with access analyzed across grade spans and student groups.  At the elementary level, all students receive instruction in core academics and PE, with expanding access to VAPA through Proposition 28-funded art and music programs. Middle school students access core subjects and electives such as art, music, and introductory CTE. Some disparities remain for English learners and students with disabilities in certain electives, which the district is addressing through improved scheduling and supports.  At the high school level, students have access to a comprehensive course catalog including A-G, AP, VAPA, CTE, and World Language. Monitoring reveals underrepresentation of students with IEPs and long-term English learners in advanced courses and some CTE pathways. YCUSD is addressing this through targeted outreach, counseling, and academic support.  Overall, progress has been made in expanding access, and efforts continue to ensure equitable enrollment for all students across all schools.|Based on analysis of locally selected tools such as Aeries data, master schedule reviews, enrollment trends, and educational partner feedback, YCUSD has identified  minimal barriers to ensuring full access to a broad course of study for all students.  One barrier is limited staffing, particularly in specialized areas such as Career Technical Education, World Languages, and Visual and Performing Arts, which affects the ability to offer certain elective or enrichment courses at all sites.   Scheduling conflicts also create barriers, particularly at the secondary level. Students with intervention or support classes (e.g., ELD, academic support) may have limited access to electives or CTE due to overlapping periods. This often impacts English learners, students with disabilities, and other students requiring additional services.  Another barrier is transportation and facility limitations, which restrict access to some districtwide CTE pathways or specialized programs housed at specific campuses.  Finally, awareness among families and students about available course options can limit enrollment in advanced courses or electives. YCUSD is working to improve outreach, academic counseling, and inclusive scheduling practices to reduce these access gaps.|Based on local data analysis and educational partner input, YCUSD has taken intentional steps to improve equitable access to a broad course of study for all students. Master schedule reviews have led to adjustments at secondary schools to reduce conflicts between intervention courses (such as ELD or academic support) and electives, ensuring more inclusive student access to enrichment opportunities like CTE, VAPA, and World Languages.  To address staffing limitations, the district has expanded recruitment efforts for hard-to-staff areas, including CTE and arts, and has leveraged Proposition 28 funds to grow elementary art and music programs. Additional actions include strategic counselor engagement during course selection, support for IEP teams to consider elective participation, and a review of facilities and transportation access for districtwide programs.  YCUSD is also expanding family outreach efforts through multilingual course catalogs, academic nights, and site-level communication to ensure families and students are aware of the full range of available courses. These ongoing revisions reflect a districtwide commitment to equity and opportunity for all students.|Met||2025-06-24|2025
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 engaging elective courses that provide a broad  course of study and develop college and career readiness|Feedback has indicated interest from families in learning acceleration and extension opportunities for students. Barriers to this include scheduling these supports systematically within the master schedule and providing professional development to staff on learning extension.|TRCS will offer an Integrated Math 1 (IM1) course for 8th grade students during the regular school day. Professional development for teachers in grades TK-5 will include strategies for delivering learning acceleration and extension.|Met||2025-06-11|2025
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||2025-06-04|2025
52105200000000|Tehama County Department of Education|7|Tehama Oaks monitors access to a broad course of study through the master schedule, graduation plans, and enrollment logs for elective, CTE, and dual enrollment courses. All students are enrolled in core subjects, including ELA, math, NGSS-aligned science, and history/social science. PE and health are built into the daily schedule. Enrichment includes music and visual arts, with participation tracked by staff. Students with IEPs access standards-based instruction aligned to their goals. English learners receive designated and integrated ELD support and have access to online courses in their primary language across core subjects when needed. Unduplicated students access CTE through Paxton Patterson kits and are eligible for dual enrollment through Shasta College, including culinary, agriculture, and financial literacy. A transition specialist helps ensure course access matches each student’s needs and stay duration, supporting alignment with graduation or reentry goals.|All students at Tehama Oaks are enrolled in a broad course of study, regardless of subgroup, disability status, or length of stay. Because we operate one school site, there are no differences across locations. All students receive standards-aligned instruction in core subjects and participate in PE, visual arts, and music. Students also access social-emotional learning and career exploration opportunities. While access is consistent across groups, the extent of participation sometimes varies due to the nature of court-ordered placement. Short stays can limit a student’s time in electives, dual enrollment, or hands-on CTE. To address this, our transition specialist prioritizes quick enrollment into available enrichment and vocational programs. Students who remain longer are able to complete more certifications and participate in dual enrollment offerings through Shasta College. English learners are placed in ELD-aligned classes and can access native language content online. Students with IEPs are scheduled into courses aligned with their goals. Overall, our data show strong access across student groups, with efforts focused on maximizing participation regardless of time enrolled.|Tehama Oaks continues to face structural barriers that impact consistent access to a broad course of study. The most significant challenge is student transience. Students may enroll for as little as one week, and transitions in and out of the facility can happen at any time. This limits their ability to fully engage in longer-term offerings like CTE and dual enrollment, even when access is available. Academic skill gaps also create barriers. Many students enter several grade levels below in reading and math, which affects their confidence and readiness to participate in rigorous coursework. Staff work to differentiate instruction, but time constraints often limit how much progress can be made before a student exits. Facility-related staffing requirements have also delayed implementation of certain hands-on programs, such as Makerspace and expanded CTE. While instructors are available, additional clearance and supervision requirements can limit access. Despite these barriers, all students are enrolled in core content, and staff prioritize immediate access to enrichment and supports. We continue to refine systems to help students maximize learning during their time with us.|Tehama Oaks continues to focus on giving every student access to a broad and meaningful course of study, even within the limits of a secure setting. Based on what we’ve learned this year, we’ve made a few key adjustments to better meet student needs. Music enrichment has remained a steady part of our program and continues to be a high-interest offering for students. Makerspace, which was paused due to clearance delays, is expected to return in 2025–26 once the instructor is approved by the facility. Dual enrollment through Shasta College is still a major strength of our program. This year, we expanded opportunities to include culinary, agriculture, and a financial literacy course called Money Matters. We’re also making enrollment more flexible to support students who arrive mid-term. With a consistent team, including our principal, transition specialist, and instructional staff, we’ve improved how quickly students are placed in appropriate courses. We’ve adjusted onboarding so students can access core instruction and enrichment within their first few days, regardless of how long they’re enrolled. Our goal remains the same: to give every student, no matter their length of stay, access to coursework that supports learning, skill-building, and future planning.|Met||2025-06-25|2025
52105206119606|Lincoln Street|7|Lincoln Street School uses the following locally selected measures to track access to and enrollment in a broad course of study for all students, including unduplicated pupils and students with exceptional needs: Individualized Learning Plans (ILPs): Developed by credentialed teachers in collaboration with families, ILPs ensure every student has access to required subject areas—ELA, Math, Science, Social Studies, Visual and Performing Arts, PE, and Health—aligned to state standards. Work Sample Collection and Curriculum Logs: Teachers collect biweekly student work samples across subjects and monitor curriculum logs to confirm that students are engaging in a comprehensive instructional program. Teacher Monitoring and Meeting Notes: Weekly check-ins between families and teachers include documentation of academic progress, engagement in non-core subjects (e.g., art, PE), and adjustments needed for individualized supports. Enrichment and Club Participation Records: Participation in monthly Club Days, science events, and interest-based enrichment is tracked and reviewed for equitable access across subgroups, including English learners and students with disabilities. Special Education Program Oversight: Students with IEPs are provided access to a full course of study with accommodations and modifications in accordance with their learning goals. Specialized staff ensure that these students receive equitable opportunities across content areas.|Using locally selected tools—such as individualized learning plans (ILPs), curriculum logs, teacher check-ins, and enrichment participation records—Lincoln Street School has determined that all students, including unduplicated pupils and students with exceptional needs, have access to and are enrolled in a broad course of study across all required grade spans (TK–8).   All students are provided access to Core academic content: ELA, Mathematics, Science, and Social Studies, delivered through standards-aligned curriculum and guided by credentialed teacher oversight. Broad subject areas: Students also receive instruction in Visual and Performing Arts, Physical Education, and Health. These are documented in ILPs and verified through teacher monitoring and work sample reviews. Access for Unduplicated Students and Students with Disabilities: Low-income and English learner students have access to the same breadth of curriculum as their peers. However, to ensure equitable engagement, the school is increasing in-person instructional options and translated curriculum supports to remove barriers in subject access—especially in science and math enrichment. Students with disabilities receive accommodations and modifications aligned to their IEPs to ensure full participation across all subject areas. Special education staff collaborate with families and general education teachers to monitor breadth of instruction and student progress in non-core subjects and events.|Inconsistent Family Comfort with Non-Core Subjects: As a homeschool-based program, instruction in non-core subjects like science, art, PE, and performing arts is often led by parents. Survey data and teacher check-ins show that some families feel less confident teaching these areas, leading to less frequent engagement or skipped content.  2. Limited In-Person Instructional Options: While in-person events (e.g., Club Days and enrichment activities) have expanded, scheduling conflicts and transportation remain challenges—especially for low-income families or those living farther from the school site. This affects student access to hands-on learning opportunities in subjects like science labs, music, or group PE activities.  3. Language and Access Barriers for English Learner Families: English learner families may struggle to navigate curriculum expectations across all subject areas, especially when content materials or communications are not fully translated or adapted. This can limit participation in enrichment or thematic learning activities in areas such as history or science.  4. Limited Curriculum Adaptations for Students with Disabilities: Although all students with IEPs receive access to a broad curriculum, general education resources may not always be easily adaptable for subjects like visual arts, technology, or PE, which can lead to uneven instructional quality or missed opportunities for engagement.|Expanded In-Person Enrichment Days by Grade Band- Action: Launch a revised master schedule that includes weekly, grade-banded in-person learning days (TK–3 and 4–8) with rotations in science, PE, visual arts, and project-based learning. Why: Addressed gaps in hands-on experiences and non-core subjects identified among students with limited home access to science labs, arts, or movement activities.  Student Feedback Integration for Broad Learning Opportunities: Action: Use student survey feedback to co-design enrichment activities (e.g., additional Club Days, sports, hands-on projects), focusing on areas where students requested more access (science, sports, peer learning). Why: Improve engagement and relevance of instruction across subject areas. Targeted Monitoring for SPED and Unduplicated Students-Action: Implement a tracking system to monitor non-core subject participation and access for students with disabilities and unduplicated pupils, reviewed during teacher check-ins and instructional planning meetings. Why: Ensure equity in instructional delivery and support adjustments based on IEP or subgroup needs.|Met||2025-06-12|2025
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, and Music 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 Leadership Conference (overnight), Shasta Caverns,  Health Center, Ninja Gym, Shasta College, Job Training Center, Tehama County Youth Summit, Turtle Bay Exploration Park, Lacy Wilson Art Studio, Ballet at Chico State University, Tehama Trades Day, Chico State Concrete Day, Coleman Fish Hat|We have been working to increase participation of all students in a-g courses.  Our newly adopted curriculum from Schools PLP will help increase this rate as all of these courses are a-g approved. This number continues to rise; 19% of students completed an a-g course in 2021/2022 and 45.5% completed an a-g course in 2022/2023,  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 Teacher 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 ways for all students to have increased access to these courses.|Updated curriculum has provided the opportunity for most courses to provide accessibility options for all students such as text readers, accessible content, and modalities that appeal to various learning styles.|Met||2025-06-12|2025
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||2025-06-03|2025
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||2025-06-03|2025
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, sports, intramurals and clubs.|Barriers preventing access to a broad 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 built 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 We will hire an additional VAPA performing arts teacher.|Met||2025-06-18|2025
52715060000000|Corning Union High|7|The primary tools used by Corning Union High School District (CUHSD) to assess student access to a broad course of study include the master schedule, course enrollment data, and student transcripts, disaggregated by grade level, unduplicated student group, and students with exceptional needs. The District also uses Aeries analytics to monitor enrollment patterns and course completion trends. Additionally, CUHSD collaborates with local higher education institutions and industry partners to ensure course offerings align with college- and career-readiness expectations, including CTE pathways and A–G requirements. Input from site leadership, student focus groups, and staff also informs program development and access monitoring.|At Corning High School, the comprehensive site, students have access to a wide variety of academic and elective courses, including Advanced Placement (AP), Career Technical Education (CTE) pathways, fine and performing arts, world languages, and agricultural science. In contrast, students in the District’s alternative education programs, Centennial Continuation High School and Independent Study have fewer course options due to staffing and program size. To address this disparity, the District has expanded CTE access at the continuation school by investing in CTE Construction and including alternative schools in the Rodgers Ranch program as well as  hiring a dedicated CTE teacher. Over time, these improvements have increased student participation in hands-on, career-aligned coursework at the continuation site.|The most significant barrier to expanding access to a broad course of study lies in the limited resources associated with small school size, particularly in alternative education settings. With smaller student populations, adding new programs often requires additional staffing and facilities that exceed available funding or logistical capacity. Maintaining program equity while managing staffing ratios, credentialing requirements, and schedule flexibility presents ongoing challenges, especially for students in continuation or independent study programs who require personalized learning environments and flexible support structures.|CUHSD is committed to ensuring that all students, regardless of program placement, have access to a broad, engaging, and rigorous course of study. In recent years, the District has increased its investment in staffing, curriculum, and facilities to support course access in alternative education settings. This includes the expansion of career technical education options at the continuation school, the integration of real-world learning experiences at the District Ranch, and the enhancement of credit recovery and blended learning opportunities through technology. These actions reflect the District’s belief that students in alternative settings deserve the same level of opportunity as their peers and support ongoing efforts to close access gaps across school sites and student groups.|Met||2025-06-19|2025
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 Collaborative Agreements about the use of the instructional materials to ensure consistency across classrooms and sites.|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 to support world languages.|As noted on Priority #2, EUSD plans to delve into ensuring students have opportunities for exploring Foreign Language Instruction and Applied Arts.|Met||2025-06-17|2025
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 and Extended Learning type classes such as Fine Arts, Community Service, Work Experience, Internships, Technology and Career Tech Education through our robust vendor program and/or online learning platform - allowing them to personalize their education through this flexed-based program. 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. We continue their support by providing a college mentor and support through transportation.|Evergreen Institute of Excellence is a single Personalized Flexed-Based Learning program, which the State calls non-classroom based 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 extended learning and additional options such as in-person classes and/or Enrichment classes to round out the course of study based on the students' interests. EIE also has available online classes that go above and beyond the traditional core classes. All high school students have access to community college classes, subject to meeting required course prerequisites, availability, and student interest, when teacher, student and parents agree to the student's abilities to be successful at this high level of learning. Presently in the 2024/2025 school year 76% 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 2024/2025 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. Additionally, students have been connected and partnering with our local Department of Rehab.|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. This 24/25 school year, we also brought in another online curriculum to increase CTE and a-g offerings, allowing for more choices. 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.|Met||2025-06-17|2025
52715300000000|Flournoy Union Elementary|7|Flournoy uses State adopted ELA, Mathematics, Science, and History/Social Studies curriculum.  Other measures include CAASPP testing results, i-ready, Easy CBMs, i-ready math and reading diagnostics, and College and Career opportunities-MOU with Tehama County Department of Education.  In addition, zero complaints have been filed for Williams Uniform Complaints.|All students have access to, and are enrolled in, a broad course of study.  We are a single site school district and there are to differences within student groups.  There has been zero complaints filed for the Williams Uniform Complaints.|There are no barriers for preventing our school from providing access to a board course of study for all students.  All students are equally provided access to instructional materials, safe and decent school facilities, and qualified teachers.|Results indicate we are currently and have been providing access to a broad course of study for all students.|Met||2025-06-18|2025
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||2025-06-17|2025
52715550000000|Kirkwood Elementary|7|Kirkwood Unified School District serves a diverse population of students in a rural setting, striving to provide innovative and equitable learning opportunities across all grade levels. One of the district’s highlights is its strategic partnership with the Tehama County Department of Education (TCDE) to expand Career Technical Education (CTE) access at the middle school level. Through this collaboration, Kirkwood students have engaged in hands-on exploratory courses including welding, engineering, medical assistance, and architecture and design. These offerings are part of TCDE’s broader initiative to enhance middle school CTE with real-world applications and experiences. A CTE Instructor come to Kirkwood one day week.  Additionally, Kirkwood's 8th-grade students annually participate in an Agricultural Career Day hosted at a local high school, exposing them to regional industry pathways and career possibilities in agriculture and related fields. This early exposure fosters career awareness, supports student engagement, and aligns with the district’s commitment to preparing students for college, career, and lifelong learning. 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 exp|There are not differences.|Analysis of course offerings and partner feedback has revealed both strengths and areas for growth in ensuring equitable access to a broad course of study. While Kirkwood Unified School District provides access to core academic subjects for all students, including science, math, and language arts, there are notable gaps in enrichment and exploratory opportunities at the middle school level. Parents and students have expressed a strong interest in expanding offerings in areas such as the arts, STEM, and hands-on career preparation. Additionally, survey data and site-level feedback indicate a need for more culturally inclusive curriculum materials, particularly those that reflect the diversity of student backgrounds.  Though strong relationships with the Tehama County Department of Education have enabled Kirkwood to introduce Career Technical Education (CTE) modules in middle school—such as welding, engineering, medical assistance, and architecture/design—these experiences are currently limited to short-term exposures and are not yet integrated into a full exploratory pathway model.|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||2025-06-10|2025
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||2025-06-24|2025
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||2025-06-19|2025
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 has assisted to equalize instruction and access for all students.  Our middle school structure is gradually shifting to a model that will incorporate more specialized opportunities in both core and elective subjects as we pivot back to a traditional middle school model.|Met||2025-06-19|2025
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 2025 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 classrooms.|Met||2025-06-19|2025
52716470000000|Reeds Creek Elementary|7|Reeds Creek uses baseline and progress monitoring assessment data to determine student academic progress by student group and grade level.  The school also tracks access to course of study through curriculum adoption and implementation as well as student and parent survey results.|Reeds Creek is a small (fewer than 200 students), frontier school.  While all students currently have access to the course of study, new administration plans to strengthen curricular options for the 2025-26 school year through the implementation of MTSS.|Barriers include professional development participation, teacher and staff evaluation processes, and administrator follow through and monitoring.|Our first approach will be professional development and implementation of the MTSS process addressing both academics and behaviors.|Met||2025-06-19|2025
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||2025-06-18|2025
53105380000000|Trinity County Office of Education|7|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will reanalyze educational partner feedback at the end of this first year back.|Met||2025-06-18|2025
53105380125633|California Heritage Youthbuild Academy II|7|CHYBA uses multiple tools and methods to monitor access and enrollment in a broad course of study, including: weekly Monthly RTI/PLC Meetings, Course Enrollment records, The Student Assignment Tracker, Personalized Life Plans (PLPs), IEP documents for students with exceptional needs, and digital dashboards within the Edgenuity platform. These tools track student participation in core academic subjects, electives, Career Technical Education (CTE) pathways, and credit completion across all student groups, including unduplicated students and those with disabilities. Regular counselor meetings, intake assessments, and annual progress reviews further ensure students are scheduled into diverse, standards-aligned courses.|CHYBA provides equitable access to a comprehensive curriculum for all students. Through Edgenuity, students have access to core academics, visual and performing arts, world languages, physical education, health, and CTE-aligned electives. In addition to the digital curriculum, CHYBA offers two fully developed, in-person CTE pathways: Construction and Culinary Arts, with Cosmetology and Early Childhood Education in development. Students with exceptional needs and English Learners are supported through individualized accommodations and designated staff support. No major disparities exist across sites or student groups due to the centralized nature of scheduling, services, and course offerings.|A significant barrier to providing full access to a broad course of study at CHYBA is the prevalence of chronic absenteeism among our student population, many of whom face complex personal challenges including trauma, addiction recovery, chronic anxiety, and unstable living conditions. These realities, common among opportunity youth, frequently interfere with students' ability to attend school consistently—particularly impacting engagement in in-person electives, hands-on CTE programs, and lab-based courses. While CHYBA continues to design flexible pathways and targeted supports, the unpredictability of student attendance remains one of the most substantial obstacles to ensuring equitable and uninterrupted access to the full range of academic and career preparatory offerings.|CHYBA is actively expanding its CTE offerings to include Cosmetology and Early Childhood Education, increasing on-site elective options for all students. Additional credentialed staff are being hired to support pathway-specific and general electives. The school is also leveraging partnerships with local organizations to offer off-site elective experiences and work-based learning. Continued investments in Edgenuity ensure that every student, regardless of location or background, has access to high-quality, standards-aligned courses. Staff are trained to identify scheduling gaps and intervene quickly to ensure all students, including unduplicated youth and those with exceptional needs, are supported in accessing a full range of courses.|Met||2025-06-26|2025
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 24-25 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||2025-06-10|2025
53716700000000|Coffee Creek Elementary|7|Due to our low student enrollment, CCESD is able to use classroom lesson plans to track individual student access to a broad course of study.|Due to our low student enrollment, CCESD is able to use classroom lesson plans to track individual student access to a broad course of study. CCESD is a single school district and school staff are able to ensure students are enrolled in a broad course of study depending on each grade level.|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.|Students have asked to continue the increased opportunities this year for organized, new PE activities, new medium for visual arts activities, outdoor education during the regular school day and during ELOP and further develop music current music program.|Met||2025-06-12|2025
53716960000000|Douglas City Elementary|7|As a small, single-school district, Douglas City School uses course enrollment data to monitor the extent to which all students have access to and are enrolled in a broad course of study. This monitoring is conducted across grade levels, grade spans, unduplicated student groups, and students with exceptional needs.|All Douglas City School students in grades TK through 8th are enrolled in a broad course of study that includes math, language arts, social science, science, visual and performing arts, physical education, and health. Additionally, all students in grades 4 through 8 have the opportunity to participate in performing arts if they choose. Students in grades 5 through 8 also participate in weekly Spanish instruction.|A significant barrier for our district has been the challenge of hiring and retaining a qualified foreign language instructor to serve all students. Being in a rural area, we have historically struggled to find instructors with the availability to teach all grade levels or to provide more than one foreign language class per week. While we were able to hire a Spanish instructor this year, scheduling constraints have made it difficult to increase the frequency or total minutes of Spanish instruction within the weekly school schedule.|The district will continue to offer a broad course of study to all students by retaining qualified instructors and encouraging current staff to expand their skills to teach a wider range of subjects. Daily and weekly schedules, as well as the allocation of instructional minutes, will be regularly reviewed and adjusted to maximize student access to diverse courses. Each year, we strive to provide elective course options that reflect students’ interests and foster engagement.|Met||2025-06-24|2025
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||2025-06-25|2025
53717460000000|Lewiston Elementary|7|As a small, single school district, LES uses course enrollment in Schoolwise and SEIS 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. These studies include Math, English, Science, Social Studies, Music, Physical Education and Health. 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 rural setting.|The district will continue to offer a broad course of study to all students by retaining qualified instructors along with encouraging current staff and reaching out to our community partnerships to expand teaching of 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||2025-06-23|2025
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||2025-06-28|2025
53738330000000|Southern Trinity Joint Unified|7|The LEA is using teacher records, report cards, parent conferences, benchmark testing through IXL, Dibles, 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 Imagine Learning. 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 71 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 combined freshman and sophomore English class 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 environment by incorporating place-based learning.|Met||2025-06-24|2025
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||2025-06-27|2025
53765130000000|Trinity Alps Unified|7|Our counseling and registrar staff track student enrollment, making sure all students have access to a broad course of study. Any gaps in students educational needs are addressed. Students at THS have yearly meetings with the counseling staff to plan their educational path. At WES parent/teacher conferences take place twice a year to address student progress and needs. No student are denied access to any classes. All THS students are enrolled in CTE classes, and all our middle school students are enrolled in two elective courses. Our students with learning difficulties are provided additional staff help to participate in classwork and to support inclusion.|Besides the traditional school experience, there are other educational options available to District students. The District has a rigorous Independent Study program available to students of all ages. At the high school level, Alps View is available for those that struggle academically in mainstream classrooms.|One of the major barrier the District has is recruiting teachers to live in a rural area. A goal the District has is to recruit teachers with Master degrees, or encourage existing teachers to earn their Masters degree so they can teach dual enrollment courses, allowing our students to receive college credits. Teachers with Master's degrees receive a yearly stipend.|Previous staff surveys indicated that 100% of staff feel students need access to visual arts, performing arts, and music instruction for a well-rounded education. The District has expanded the CTE pathways adding an Emergency Response Pathway and a Medical Pathway next year. The music department is established and growing with course offerings at both sites. Our sites annually review master schedules at all levels making adjustments to staffing and scheduling to ensure that all students have access to a broad course of study. We are able to share teachers between the two sites allowing courses such as Intro Ag and Spanish 1 to our middle school students.|Met||2025-06-18|2025
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.|Based on our locally selected measures and tools, all student groups have access to a broad course of study. The community school tends to have students who face attendance barriers which impacts their access slightly. 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 were no barriers preventing TCOE schools from providing access to a broad course of study for all students. However data shows that students at the community school who display attendance issues fell within SEL and Mental Health barrier categories.|The TCOE schools will continue to implement what has been successful for the majority. The school has directed funding to SEL and Mental Health areas of instruction to provide supplemental support for students affected by attendance barriers by providing additional social and mental health staff support.|Met||2025-06-04|2025
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 a student's daily attendance, which impacts their 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 an Academic Success class, the Friday lab classes, the study skills classes, 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. Instead, students take college courses at the College of the Sequoias.|At this time, UPHS continues to work with students who struggle academically by offering teacher tutoring at lunch and after school. Students may also be assigned an academic success, a math, or an 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-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||2025-06-04|2025
54105460124057|Valley Life Charter|7|Valley Life Charter School (VLCS) tracks access to a broad course of study through master scheduling tools, enrollment data by course, and site-level student information systems, disaggregated by grade span, unduplicated student groups, and students with exceptional needs. All students TK–8 receive Spanish instruction. TK–3 students are required to take Dance, while grades 4–8 can choose between Dance or PE. All students must also be enrolled in a Visual and Performing Arts (VAPA) course, with options including instrumental music, vocal music, handbells, broadcasting, or AV Tech. These programs are monitored to ensure equitable enrollment across all student groups. VLCS also uses Individualized Education Plans (IEPs) to ensure students with exceptional needs have access and appropriate accommodations to fully participate in the broad curriculum..|VLCS course enrollment records and class schedules confirm that all students, including unduplicated student groups and students with exceptional needs, are enrolled in a broad course of study. There are no significant disparities in access across student groups or sites, as scheduling ensures each student receives instruction in Spanish, Dance/PE, and a VAPA elective. To enhance academic excellence, VLCS has joined the Junior Scholastic Federation and implemented an honor roll system. Additionally, a new ELA curriculum is being adopted across grade levels, increasing access to high-quality instructional materials. Progress over time shows increased participation in VAPA programs, and broad course enrollment has remained consistently inclusive for all students.|While all students have access to and are enrolled in a broad course of study, a primary challenge is time limitations within the school day. The structure of the current schedule does not allow students to participate in all VAPA programs they express interest in. Although students are guaranteed access to one VAPA course, many wish to enroll in multiple electives such as both vocal music and broadcasting. Balancing the core academic requirements with expanded enrichment opportunities continues to be a scheduling constraint. Additionally, staffing limitations and specialized facility needs for certain VAPA offerings can restrict program expansion.|In response to these findings, VLCS is exploring expanded elective offerings through rotating trimester courses, allowing students to experience multiple VAPA disciplines within a school year. The school is also evaluating extended-day opportunities or enrichment clubs to provide additional access outside the core instructional schedule. Staff is reviewing master scheduling to optimize time blocks for electives while maintaining academic integrity. VLCS continues to invest in curriculum and teacher training to ensure all courses remain rigorous and engaging. Feedback from students and families will inform adjustments, ensuring broad course access continues to grow and reflect student interests and needs.|Met||2025-06-09|2025
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.  93% of students believe they have access to a broad course of study.  84% of parents agree the school has broad course offerings.|Using locally selected measures such as student and parent surveys, classroom enrollment data, and instructional schedules, Sycamore Valley Academy has determined that all students—including English Language Learners, students with disabilities, and socioeconomically disadvantaged students—have equitable access to a broad course of study. All students are enrolled in core academic subjects aligned with California state standards, as well as enrichment areas including Spanish, Physical Education, Art, and Music. Instruction in these content areas is provided weekly, and there are no disparities in access across grade levels or student groups.  Survey data reflects a strong perception of access among both students and families. Approximately 93% of students report that they feel they are receiving a broad course of study, with 84% of parents affirming the same. This alignment in perception supports the conclusion that SVA’s inclusive educational model promotes equitable opportunities for all students. Looking ahead, the school will continue to monitor access through annual surveys and schedule audits, and will explore ways to expand enrichment and elective offerings in response to student interests and feedback—ensuring all learners benefit from a well-rounded, engaging educational experience.|Based on the results of locally selected measures, including student and parent surveys and course enrollment data, Sycamore Valley Academy has identified several barriers that may limit full access to a broad course of study for all students. One significant barrier is staffing capacity—specifically the challenge of hiring and retaining specialized staff in areas such as the arts and other enrichment programs. This has impacted the school’s ability to expand elective offerings and increase the frequency of instruction in non-core subjects.  Another identified barrier is scheduling constraints, particularly in the upper grades, where academic interventions or targeted supports—such as those for English Language Learners or students with disabilities—can limit time available for enrichment activities. Although all students have access to a broad course of study, the level of exposure and consistency may vary depending on individual support needs and available instructional time.  Additionally, limited funding restricts the school’s ability to offer a wider variety of extracurricular programs and interest-based electives that would further enhance student engagement. SVA is actively working to address these challenges through strategic planning, targeted recruitment efforts, and thoughtful reallocation of resources to ensure broader, more equitable access to a diverse and enriching educational experience for all students.|In response to the results of locally selected measures, Sycamore Valley Academy is implementing several strategic actions to ensure all students have equitable access to a broad course of study. To address staffing limitations, the LEA is actively working to ensure all specialist positions are filled with certificated staff to expand creative learning opportunities for students.|Met||2025-06-16|2025
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.   95% of students believe they have access to a broad course of study.   84% of parents agree the school has broad course offerings.|Using locally selected measures such as student and parent surveys, classroom enrollment data, and instructional schedules, Blue Oak Academy has determined that all students, including English Language Learners, students with disabilities, and socioeconomically disadvantaged students, have equitable access to a broad course of study. All students are enrolled in core academic subjects aligned with state standards, as well as enrichment areas including Spanish, Physical Education, Art, and Music. There are no differences in access across grade spans or student groups, and every student receives instruction in these content areas weekly.  Survey data indicates strong student and parent perception of access—95% of students report that they believe they are receiving a broad course of study, and 84% of parents agree. This reflects consistent access across subgroups and suggests that the school’s inclusive model supports equity in enrollment. Moving forward, the school will continue to monitor instructional access through annual surveys and student schedule audits, and explore opportunities to expand enrichment and elective offerings based on student interest and feedback, ensuring continuous progress toward a well-rounded educational experience for all learners.|Based on the results of locally selected measures, including student and parent surveys and course enrollment data, Blue Oak Academy has identified several barriers that may limit full access to a broad course of study for all students. One key barrier is staffing capacity—particularly the challenge of hiring and retaining specialized instructors in areas such as the arts and advanced enrichment programs. This limits the ability to expand elective offerings or provide increased frequency of instruction in non-core subjects.  Another barrier is scheduling constraints, especially in the upper grades, where academic interventions or targeted support services (e.g., for English Language Learners or students with disabilities) may reduce the time available for participation in enrichment courses. While all students technically receive access, the depth and consistency of exposure can vary based on individual learning needs and support schedules.  Finally, limited funding restricts the school’s ability to offer a wider range of extracurricular or interest-based electives that could further support student engagement and access to a more diverse course of study. The LEA is actively working to address these barriers through resource reallocation, staff recruitment efforts, and strategic planning to ensure broader and more equitable course access moving forward.|In response to the results of locally selected measures, Blue Oak Academy is implementing several strategic actions to ensure all students have equitable access to a broad course of study. To address staffing limitations, the LEA is actively working to hire an art enrichment aide to support and expand creative learning opportunities for students.|Met||2025-06-16|2025
54105465430327|La Sierra High|7|La Sierra currently provides its cadets access to a CTE pathway in the area of Digital Media Arts. During the upcoming 2025-2026 school year, La Sierra will also be adding a Forestry pathway via Reedley College that students in grade levels (10-12) can join and participate in for ongoing student capacity building efforts. La Sierra provides cadets who are at-promise with the advent of taking credit recovery classes via the Edgenuity Online platform. During the upcoming 2025-2026 school year, La Sierra will also expand A-G courses for students by adding a Chemistry course for student application and learning growth. Removed from this, during the 2025-2026 school year, La Sierra will also be utilizing for the first time the California College Guidance Initiative i.e., (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 4% 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 2025-2026 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. Removed from this, La Sierra is also identifying and creating student focus groups for first generation students who will receive additional mentoring and counseling via the LSMA staff for student college and career readiness efforts over time.|A review of school data indicates that 90% of high school 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. Removed from this, the La Sierra Summer School program also offers go ahead and enrichment courses for both middle school and high school students to take for ongoing student capacity building efforts towards raising student learning outcomes across all 7-12 grade level spans.|To further develop access to A-G college and career pathways, for the upcoming 2025-2026 school year, La Sierra will expand its CTE pathways to also offer a Forestry pathway via Reedley College for new student learning and engagement. Removed from this, during the upcoming 2025-2026 school year, La Sierra will also offer for the first time a Chemistry course to high school students. These expansions of program and course offerings, demonstrate La Sierra's commitment to college and career expansion efforts on behalf of the students and families it represents and serves. Removed from this, La Sierra also plans to provide all students with enrollment access to the California College Guidance Initiative i.e., (CCGI) portal. The CCGI portal 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 for ongoing school improvement efforts towards helping all students grow and succeed.|Met||2025-06-04|2025
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.  Enhanced IEP Support: ERCLC continues to expand support for students with Individualized Education Programs (IEPs), providing extra resources and services to meet their unique educational requirements effectively.|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:  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.  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.  Support for Unduplicated Groups: Students from socio-economically disadvantaged backgrounds, English Learners, and those with exceptional needs receive targeted resources, tutoring, and support. This ensures they have the same opportunities to engage in a broad and enriching educational program.|As a homeschool program, ERCLC faces several barriers in providing all students with access to a broad course of study. Students that attend in-person and onsite enrichment have access to a wide variety of support.  These 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.  Balancing Home and School Learning: For many families, balancing home-based learning with the need for in-person interaction and support is challenging. Although students have access to a broad course of study at home through their parent-teacher, the absence of regular in-person interaction with credentialed teachers and peers can impact their social and academic development.  Actions for Improvement:  Increase Off-Site Resource Centers: Establish additional satellite resource centers in various locations throughout the valley. These centers will serve as hubs for in-person learning, tutoring, and enrichment activities, making it easier for families to access support without the burden of long travel distances.  Expand Online and Distance Learning Opportunities: Enhance and expand online learning platforms and resources to provide a robust, flexible learning environment.   Expand Vendor and Community Partnerships|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.   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, and enhance parent professional development with a strategic focus to support student success.|Met||2025-06-17|2025
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||2025-06-13|2025
54718030000000|Alpaugh Unified|7|Alpaugh Unified School District uses several locally selected tools to monitor student access to a broad course of study across grade spans, with attention to unduplicated student groups and students with exceptional needs. Course enrollment data is tracked through our student information system (SchoolWise) and reviewed regularly to ensure all students, including English learners, low-income students, and foster youth, have equitable access to core subjects, electives, and intervention courses.  At the elementary level, access is monitored through master schedules, ensuring students receive instruction in ELA, Math, Science, Social Studies, PE, and enrichment subjects such as Art and STEM through afterschool and summer programs. In grades 6–12, we analyze A-G course enrollment, elective offerings, and intervention supports using data from Edgenuity, Google Classroom, and internal placement assessments.  Special education student access is monitored through IEP reviews and course audits to ensure alignment with individualized goals. Additionally, student and parent feedback gathered through surveys helps identify gaps in course access and informs decisions about expanding offerings and support services.|Using locally selected tools such as SchoolWise, master schedules, IEP documentation, and enrollment reports, Alpaugh Unified School District monitors student access to a broad course of study across all grade levels. All students have access to core academic subjects, PE, and enrichment opportunities. In grades TK–5, enrichment is also supported through afterschool and summer programs. At the secondary level, the district has expanded elective and A-G course offerings through Edgenuity, increasing access particularly for students in our small high school setting.  Data shows equitable access across school sites, as Alpaugh operates a single elementary and high school. However, unduplicated students and English learners are prioritized for additional supports, such as designated ELD courses and small-group interventions. Over time, access has improved due to strategic investments in digital learning platforms and course expansion efforts, with ongoing review processes helping to identify and address any gaps in enrollment or access.|Given the results of our locally selected measures, one of the primary barriers to providing all students access to a broad course of study is the district’s designation as a Necessary Small School, which limits the number of in-person course offerings due to staffing and scheduling constraints. Additional barriers include limited funding for elective programs, challenges in recruiting credentialed teachers for specialized subjects, and the need for expanded supports for English learners and students with disabilities. While digital platforms like Edgenuity have helped mitigate some access gaps, ensuring equitable participation remains an area for continued focus and improvement.|As one of only two state-designated small schools, Alpaugh Unified School District faces the ongoing challenge of offering a comprehensive range of courses to all students. To expand course access, the district invested in Edgenuity this year, which allowed us to provide a wider selection of A-G and elective courses. Additionally, we utilized one-time funding to further enhance course offerings for students.  Instructional Focus Our instructional goals include:  Increasing instructional time for math in middle school, with a specific emphasis on Grade 6, where students currently spend 25% of their day on math. Continuing implementation of LCAP actions and services that support equity across the district. Multi-Tiered Systems of Support (MTSS) Elementary  To support the academic and emotional success of all students, we are formalizing MTSS structures at the elementary level through the following:  We are maintaining a TOSA Early Literacy Specialist to assist with MTSS implementation and improve services for English learners and students performing below grade level. Creating an Elementary MTSS Design Team focused on academics (ELA and math), behavior, attendance, socio-emotional development, and college/career readiness. This team will develop assessment plans, intervention roadmaps, and a toolbox of resources for both first instruction and interventions. Integrating data analysis into staff routines by providing substitutes for assessment time.|Met||2025-06-12|2025
54718030112458|California Online Public Schools Central Valley|7|California Online Public Schools uses several locally selected measures and tools to monitor the extent to which all students, across grade spans, unduplicated student groups, and students with exceptional needs, have access to, and are enrolled in, a broad course of study. Course offerings are reviewed annually to align with staff credentialing, student interests, and academic needs. These offerings are also submitted to the Board for annual review and approval. The online nature of our school allows for increased flexibility and access, as students are not limited by physical classroom schedules or locations. This ensures that all courses are virtually accessible to all students at any point during the school year. To support high school students, particularly those at risk of falling behind, the school has implemented targeted programs such as Project Success, an internal credit recovery initiative. During the 2023–2024 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2024–2025. In addition, since 2020, the school has operated its own in-house summer school program. This program was established to improve upon the outcomes of prior third-party summer options, which averaged a 50% pass rate. In contrast, the in-house program achieved a 73% pass rate in Summer 2024. These measures reflect a strategic, data-informed approach to ensuring equitable access to a broad course of study for al|This measure is not applicable in terms of site-to-site comparisons, as each charter within California Online Public Schools operates as a single-school-site Local Educational Agency (LEA). However, within each school, all students have equitable access to a broad course of study, including the full range of curriculum and instructional tools. Each student is supported with an individualized academic program tailored to their educational needs, ensuring access to diverse learning opportunities across grade levels and subject areas.|While California Online Public Schools is committed to offering a broad and diverse course of study, certain barriers may impact the availability of specific courses. Two primary factors influencing course offerings are teacher credentialing and student interest. In some cases, courses may be removed from the catalog due to low enrollment or lack of student demand. Additionally, when a teacher with a specialized credential departs, the school makes every effort to recruit a qualified replacement. If a replacement is not available within the school year, staff work closely with affected students and their families to identify appropriate alternative courses. This level of individualized support is particularly critical at the high school level, where course selection can directly impact graduation and college readiness.|In response to our review of local data and tools, the high school electives department and counseling team collaboratively developed an informational electives website. This resource includes detailed course descriptions and guidance to help students make informed decisions about their elective options, supported by individualized counseling. Coupled with the student course selection form, this ensures equitable access to the full range of available high school electives. As a virtual school, we also leverage a diverse selection of online curriculum vendors—such as FlexPoint, Edmentum, and CodeHS—to offer a wide breadth of engaging and rigorous elective courses. Furthermore, California Online Public Schools has established a College and Career Access Pathways (CCAP) Partnership Agreement with Saddleback College, expanding access to online dual enrollment opportunities for all high school students.|Met||2025-06-10|2025
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||2025-06-25|2025
54718110139477|Monarch River Academy|7|Monarch River Academy uses a range of locally selected measures to ensure all students have access to and are enrolled in a broad course of study.   These measures include:  Grade-Span Assessments: Analyzing course enrollment data across various grade levels to ensure consistent access to diverse academic offerings.  Student Group Disaggregation: Monitoring enrollment patterns among unduplicated student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, to identify and address any disparities.  Individualized Support Plans: Tracking enrollment and participation of students with exceptional needs, including 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 input from students and parents on course satisfaction, available electives, and perceived barriers, to continuously improve course access.  Technology Utilization Data: Monitoring the use of technology as an instructional tool, especially for English learners, to ensure equitable digital access and support.|Based on the collected data, Monarch River Academy ensures equitable access to a broad course of study across all school sites. Enrollment data analysis consistently shows that students have access to diverse academic offerings, regardless of grade level or student group.  Disaggregated data indicates that efforts to include English learners, socioeconomically disadvantaged students, and students with disabilities are effective, with no significant disparities in course access identified. Moreover, the school has made substantial progress in expanding elective options, including Career Technical Education (CTE) pathways and dual enrollment opportunities.  Feedback from families and students reflects a high level of satisfaction with the variety of courses offered. Engagement efforts, such as community outreach and superintendent-led events, have increased awareness and participation in diverse academic programs. As a result, the school continues to see a positive trend in inclusive enrollment practices, with targeted support for students requiring additional resources.|Based on local measures and feedback, Monarch River Academy has identified minimal barriers to accessing a broad course of study. Continuous monitoring of enrollment patterns and direct input from educational partners indicate that most students have access to grade-level curriculum aligned with academic standards, supported by diverse resources.  The school’s focus on proactive planning, especially in ensuring A-G and CTE pathway availability, has mitigated potential access issues. Additionally, the integration of technology and targeted support for EL students has further minimized obstacles. As of the most recent data analysis, there are no significant barriers preventing students from accessing a broad course of study.|Monarch River Academy is committed to expanding student access to a broad course of study through targeted initiatives: A-G Course Completion:  All 9th and 10th graders are scheduled to complete A-G requirements. A-G completion is promoted for all students, including those planning to attend community college. Incentives like an honor cord at graduation are offered. Individualized counselor meetings support 11th graders in completing A-G. CTE Pathway Completion:  CTE Pathways are aligned with credentialed teachers to increase availability. Pathways are promoted during informational meetings and parent sessions. College Credit Courses:  Partnerships are expanding with the Fresno/Madera K-16 Collaborative Virtual Dual Enrollment Hub. Concurrent/dual enrollment is promoted via info sessions, emails, and website updates. Staff are trained on the process and benefits of earning college credits. Smarter Balanced Tests:  Curriculum is aligned with state standards. Single Subject Teachers are assigned to support targeted areas. Seal of Biliteracy:  Students nearing eligibility are identified and guided to meet requirements. Future Plans:  Staff knowledge of A-G and CCI is increasing through PD. Partnerships with CaliforniaColleges.edu and Bulldog Bound continue. College credit and CTE pathways are promoted. Readiness courses and exploratory activities are offered. These efforts enhance access, readiness, and CCI “Prepared” rates.|Met||2025-06-10|2025
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||2025-06-18|2025
54718370000000|Burton Elementary|7|The Burton School District utilizes a variety of locally selected measures and tools to ensure equitable access to a broad course of study for all students, including those across grade spans, unduplicated student groups, and individuals with exceptional needs. One of the primary methods includes the annual review of student schedules, which allows the district to assess a representative cross-section of students to verify enrollment in required academic subjects as well as access to diverse course offerings. This ensures that all students receive a well-rounded education aligned with state standards. Additionally, the district closely monitors course access for unduplicated student groups, specifically English learners, low-income students, and foster youth, to confirm that these students are equitably represented in all academic and enrichment programs. For students with exceptional needs, the district aligns course offerings and support services with each student’s Individualized Education Plan (IEP), ensuring they have the resources and specialized instruction necessary to meet their learning goals. Collectively, these measures demonstrate the district’s commitment to providing every student with meaningful access to a comprehensive and inclusive educational experience.|Using locally selected measures and tools, Burton School District ensures that all students have access to and are enrolled in a broad course of study, with some variation by grade span. At the elementary level, students receive instruction in core academic subjects along with enrichment in Visual and Performing Arts (VAPA) and GATE programs. Middle school students have access to a range of electives such as music, leadership, and photography, allowing them to explore personal interests. While course access is consistent across sites, schools serving higher numbers of unduplicated students (English learners, low-income students, foster youth) receive targeted supports to ensure equity in participation. Supports include interventions, expanded learning opportunities, and access to specialized staff. Over time, data shows an increase in student enrollment in electives and enrichment activities, reflecting the district’s commitment to providing a well-rounded education and equitable access for all students regardless of background or site.|Based on the results of locally selected measures, a key barrier to providing all students with access to a broad course of study has been ensuring that Emerging Bilingual students can participate in elective courses while also meeting English Language Development (ELD) requirements. This has historically limited opportunities for some students to explore enrichment areas. In response, the district took proactive steps during the 2024–2025 school year by adjusting middle school schedules to allow students to receive ELD instruction while still accessing electives. These efforts reflect the district’s ongoing commitment to educational equity. While progress has been made, the district will continue to refine and improve scheduling practices and support systems to ensure Emerging Bilingual students are fully included in a broad and balanced course of study.|In response to the results of locally selected measures, the LEA has taken deliberate steps to ensure all students have equitable access to a broad course of study. The district will continue to work closely with school site leadership and master schedulers to guarantee that students are enrolled not only in the core academic courses required for grade-level progression but also have access to diverse elective offerings. This includes opportunities for students to explore their interests, talents, and potential career pathways through electives such as visual and performing arts, leadership, STEM, and career technical education (CTE)-aligned options. To further improve access, the district will continue refining scheduling practices and reviewing course availability, particularly for underrepresented groups such as Emerging Bilinguals and students with exceptional needs. Additionally, the LEA will explore expanding elective offerings through the use of the Expanded Learning Opportunities Program (ELOP), afterschool enrichment, and partnerships with community organizations. These strategic decisions reflect the district’s ongoing commitment to innovation and equity in education, ensuring all students can benefit from a comprehensive and well-rounded course of study that supports both academic achievement and personal growth.|Met||2025-06-16|2025
54718370109009|Summit Charter Academy|7|The Summit Charter Academy (SCA) utilizes a variety of locally selected measures and tools to ensure equitable access to a broad course of study for all students, including those across grade spans, unduplicated student groups, and individuals with exceptional needs. One of the primary methods includes the annual review of student schedules, which allows the district to assess a representative cross-section of students to verify enrollment in required academic subjects as well as access to diverse course offerings. This ensures that all students receive a well-rounded education aligned with state standards. Additionally, the district closely monitors course access for unduplicated student groups, specifically English learners, low-income students, and foster youth, to confirm that these students are equitably represented in all academic and enrichment programs. For students with exceptional needs, the district aligns course offerings and support services with each student’s Individualized Education Plan (IEP), ensuring they have the resources and specialized instruction necessary to meet their learning goals. Collectively, these measures demonstrate the district’s commitment to providing every student with meaningful access to a comprehensive and inclusive educational experience.|Using locally selected measures and tools, Summit Charter Academy (SCA) ensures that all students have access to and are enrolled in a broad course of study, with some variation by grade span. At the elementary level, students receive instruction in core academic subjects along with enrichment in Visual and Performing Arts (VAPA) and GATE programs. Middle school students have access to a range of electives such as music, leadership, and photography, allowing them to explore personal interests. While course access is consistent across sites, schools serving higher numbers of unduplicated students (English learners, low-income students, foster youth) receive targeted supports to ensure equity in participation. Supports include interventions, expanded learning opportunities, and access to specialized staff. Over time, data shows an increase in student enrollment in electives and enrichment activities, reflecting the district’s commitment to providing a well-rounded education and equitable access for all students regardless of background or site.|Based on the results of locally selected measures, a key barrier to providing all students with access to a broad course of study has been ensuring that Emerging Bilingual students can participate in elective courses while also meeting English Language Development (ELD) requirements. This has historically limited opportunities for some students to explore enrichment areas. In response, the district took proactive steps during the 2024–2025 school year by adjusting middle school schedules to allow students to receive ELD instruction while still accessing electives. These efforts reflect the district’s ongoing commitment to educational equity. While progress has been made, the district will continue to refine and improve scheduling practices and support systems to ensure Emerging Bilingual students are fully included in a broad and balanced course of study.|In response to the results of locally selected measures, Summit Charter Academy (SCA) has taken deliberate steps to ensure all students have equitable access to a broad course of study. The district will continue to work closely with school site leadership and master schedulers to guarantee that students are enrolled not only in the core academic courses required for grade-level progression but also have access to diverse elective offerings. This includes opportunities for students to explore their interests, talents, and potential career pathways through electives such as visual and performing arts, leadership, STEM, and career technical education (CTE)-aligned options. To further improve access, the district will continue refining scheduling practices and reviewing course availability, particularly for underrepresented groups such as Emerging Bilinguals and students with exceptional needs. Additionally, the LEA will explore expanding elective offerings through the use of the Expanded Learning Opportunities Program (ELOP), afterschool enrichment, and partnerships with community organizations. These strategic decisions reflect the district’s ongoing commitment to innovation and equity in education, ensuring all students can benefit from a comprehensive and well-rounded course of study that supports both academic achievement and personal growth.|Met||2025-06-16|2025
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. TK and Kindergarten have their own classes starting with this school year. 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.  Three 8th graders participated in 7th grade math due to not being academically ready for Algebra.  All students participate in the physical education program.|All students participate in Columbine's core standard based curriculum.  Some students may be out of P.E. for a short time due to health reasons. Teachers provide modified assignments when this occurs.  Three 8th graders took seventh grade math because it was better suited for their current math skills.|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||2025-06-12|2025
54718600000000|Cutler-Orosi Joint Unified|7|The Cutler-Orosi Joint Unified School District (COJUSD) uses locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the Student Information System (SIS) master schedule reports, course enrollment data, and student transcripts, which are regularly reviewed by district and site administrators. Data is disaggregated by grade span (elementary, middle, and high school), unduplicated student groups (Low-Income, English Learners, and Foster Youth), and students with exceptional needs to monitor equitable access. At the elementary level, access is verified through classroom schedules and instructional minutes that ensure students receive instruction in all content areas, including English Language Arts, Mathematics, Science, Social Studies, Physical Education, and the Arts. At the secondary level, course enrollment and A-G tracking tools are used to confirm access to core academic subjects, Career Technical Education (CTE), electives, and advanced coursework. This ongoing monitoring helps the district identify gaps, adjust master schedules, and ensure that all students, including those in targeted groups, have access to a well-rounded educational experience.|COJUSD is committed to providing all students with access to a broad course of study across all grade spans. Using tools such as SIS master schedules, course enrollment data, and transcripts, the District monitors access and enrollment by site, grade span, and student group. In grades 1–6, students receive daily instruction in English, Math, Science, and Social Studies, with Physical Education taught regularly. Visual and Performing Arts and Health Education are integrated throughout the year, supported by music, art, drama, and health lessons. Grades 6–8 continue with core subjects and offer electives such as Band, Choir, Spanish, AVID, STEM, and Leadership. STEM enrichment and after-school programs further expand access. At Orosi High School, students have full access to A-G coursework, Dual Enrollment, CTE pathways, and Linked Learning academies. OHS offers 10 AP courses, is a national AVID demonstration school, and supports participation in athletics and extracurriculars. Data shows equitable access across student groups, including unduplicated pupils and students with exceptional needs. No significant disparities were noted across sites. Intensive summer school offerings ensure continued enrichment and course access. COJUSD’s ongoing analysis supports continuous improvement in equitable access for all students.|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, English-Language Arts and Science. The district has implemented a Spanish Dual Immersion program beginning with the 2018-19 school year in Kindergarten and has now expanded to sixth grade giving students access to world languages in elementary school.|Met||2025-06-18|2025
54718940000000|Ducor Union Elementary|7|The uses its own tools and measures to collect information as evidence. This includes data acquired by the CSPP grant. The is is a strong need to improve our technology in terms of data management and assessment.|Students are enrolled in classes that meet the state requirements using standards based instructional material. This is a single school district, with single grade level classes. All students have access to school materials and a broad course of study.|The district could improve the facilities by getting aggressive regarding construction funding. There is also a need to learn and better use the resources we have on site, for example a better understanding of Aeries could improve our access to data.|The district will work to improve its data collection system. If we can identify a few more barriers, we will improve the overall instructional climate. At this time, all students have access to a broad course of study. Now we need to improve how we measure this and provide additional training and program implementation.|Met||2025-06-10|2025
54719020000000|Earlimart Elementary|7|Earlimart utilizes Aeries as our student information system. The Director of Educational Services, Student Services Director, Data Analyst and site leaders work together to ensure that staffing and master schedules are built with student needs in mind. Our Director of Human Resources and cabinet members support the planning and provide ongoing feedback and support. We review data to reflect on access for all students, as well unduplicated groups and students with exceptional needs. We are able to review class roster make-ups using demographic data to reflect on our compositions and student grouping. AWe also provide students and staff with a single sign on, Clever, to support ready access to educational tools and programs. Our Technology Department also support students by providing services for technology and network services that connect personalized learning software and opportunities.|We carefully review data in an ongoing manner and 100% of students have access and are enrolled in a broad course of study. There are no equity differences between school sites or between grade levels. We have also extended this work to provide additional supports for our elementary students in the form of visual and performing arts and music programs. We also have exper physical education staff at these levels to support students in improving health outcomes. Our middle school provides all students with options for college and career readiness elective opportunities. We work to provide a variety of options based on student interest and staff expertise. These include: Associated Student Body (ASB), Advancement via Individual Determination (AVID), Advanced, Beginning and Modern Band, Computer Science, Journalism, Science Technology Engineering, Art and Music (STEAM), Theatre, and Yearbook.|We do not have barriers that prevent the Local Educational Agency from providing access to a broad course of study for all students. If we were to find scheduling or staff shortage challenges, we would work with the district and county staff to problem solve ways in which we might pivot to provide students with the broad cousre of study options.|We continue to work to improve access and enrollment processes for students, families and staff. This spring we are working to implement online course requests for middle school students as we built the master schedule. This faciliates a process for students to utilize the Aeries portal to submit preferred elective courses for the upcoming year. Then, the system supports our planning based on these requests to schedule courses and improve planning. We are also working to increase parent use and access to the Parent Aeries Portal to support parents access to information about their student's academic process, including attendance and greades, report cards and standardized test scores. We will continue to meet to analyze schedules and address any noted disparities or discrepancies that may occur.|Met||2025-06-17|2025
54719440000000|Hope Elementary|7|Hope uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.|Based upon review of class enrollments and teacher lesson plans, every student at Hope is enrolled in and has access to the broad course of study. Subject areas include: English Language Arts, Mathematics, History/Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. English Language Development (ELD) is provided to English Learners. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum.|No barriers preventing Hope from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities.|Hope continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2025-06-18|2025
54719510000000|Hot Springs Elementary|7|One hundred percent of all students had sufficient instruction materials, based on board resolution following a public hearing prior to the 8th week of school in the 2024-2025 school year. Resolution 2425-007 (Instructional Materials Sufficient Determination) was passed on September 10, 2025.|All students are enrolled in a broad course of study. We do not have multiple school sites and large numbers of students, so it is easy to make sure each students are included. There are no difference in student groups in the access to, and enrollment in, a broad course of study.|No barriers were identified among our enrolled students. Each student has access to the curriculum and chromebooks to access online materials such as MyON, Accelerated Reader and online portions of adopted curriculum.|We plan to continue with the measures we have been using.|Met||2025-06-12|2025
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 the Gifted and Talented Education classes.  This becomes 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 of offerings to our 6th, 7th, and 8th grade students.  However, 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||2025-06-24|2025
54719850000000|Liberty Elementary|7|The LEA uses its Student Information System, CALPADS reports, and regular reviews of master schedules and course offerings to track student access and enrollment in a broad course of study. Data is disaggregated by grade span, unduplicated student groups, and students with exceptional needs to ensure equitable access for all.|Based on data from our Student Information System, CALPADS reports, and regular schedule reviews, all students across school sites have access to and are enrolled in a broad course of study that includes core academic subjects, electives, and enrichment opportunities. Enrollment data is monitored and disaggregated by grade span, unduplicated student groups, and students with exceptional needs to ensure equity.  Analysis shows that access is consistent across school sites and student groups, with no significant gaps identified. Students with exceptional needs and unduplicated student groups are represented in a range of courses, including advanced and enrichment offerings. Over time, the LEA has expanded elective and support options to further increase access for all students. Ongoing monitoring continues to ensure equitable enrollment and address any emerging needs.|Barriers to providing all students access to a broad course of study include limited staffing for specialized courses, scheduling conflicts, and gaps in targeted support for high-need student groups. Additionally, some families may lack awareness of course options due to language or information barriers. Addressing these challenges will help ensure equitable access for all students.|To ensure all students have access to a broad course of study, the LEA will expand course offerings (including online options), adjust schedules to reduce conflicts, provide targeted support for high-need groups, and improve family outreach in multiple languages. Ongoing monitoring will help identify and address any gaps in access.|Met||2025-06-24|2025
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, Art, 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 a number of dual enrollment course 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. PE is an area of need for the K-8 schools, as opportunities are provided, but they are not tied to the newest state framework.|As the district tries to broaden the course offerings at the secondary level, matching the credentialing of the existing teachers to the desired CTE electives is a barrier.  Meeting the credentialing requirements to teach dual enrollment courses is also a barrier. The Dual immersion sites continue to have some Learning Facilitators on waivers to teach Spanish Language Arts.|Additional math lab classes were added to the schedule to ensure preparedness for the new 3 year math requirement. Ceramics was very popular in its first year of implementation and a second year will be offered. 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||2025-06-23|2025
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 has transitioned some of its independent study coursework from a fully online program to one more supported by interactions with teaching staff.|Met||2025-06-23|2025
54720090000000|Monson-Sultana Joint Union Elementary|7|Monson-Sultana Joint Union Elementary School District uses 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 across grade spans, including unduplicated student groups (English Learners, foster youth, and low-income students) and students with exceptional needs. To monitor access and enrollment, the district uses: Master schedules and course enrollment data disaggregated by grade level, student group, and program (including Special Education and English Learners)Student information system reports (Aeries) to verify participation in subject areas required by the California Education Code, including Visual and Performing Arts, Science, History-Social Science, Physical Education, and Health IEP service logs and schedules to confirm that students with exceptional needs receive equitable access to general education content and enrichment opportunities Instructional minutes by grade span (TK–8) to ensure required instructional time is allocated to all subject areas Program participation rosters for supplemental and elective offerings such as art, music, coding, CTE rotations, and intervention/enrichment periods. Stakeholder feedback from student, parent, and teacher surveys used to assess perceived access and satisfaction with course offerings, particularly among unduplicated students and families.|Using the locally selected measures—including master schedules, instructional minutes, student information system data, and program participation reports—Monson-Sultana Joint Union Elementary School District has determined that all students, including unduplicated students and those with exceptional needs, have equitable access to and are enrolled in a broad course of study.  All students in Grades 1–8 receive standards-aligned instruction in English Language Arts, Mathematics, Science (NGSS), History-Social Science, Physical Education, and Visual and Performing Arts. In addition, middle school students participate in rotating elective courses such as art, music, technology, and CTE-related exploratory labs, supported in part by CTE Incentive Grant funding.  There are no significant differences across grade spans or student groups in access to core content areas. Our master schedule and intervention/enrichment block structure allow us to maintain full inclusion for students with exceptional needs, while also ensuring that English Learners receive both designated and integrated ELD instruction without being pulled from enrichment subjects.  Because Monson-Sultana operates as a single-school TK–8 district, there are no disparities across school sites. However, the district has made progress over time in increasing access to a broader course of study.|While Monson-Sultana Joint Union Elementary School District has made significant progress in ensuring access to a broad course of study for all students, the analysis of our locally selected measures revealed a few key barriers that continue to limit full access and enrichment opportunities for some students.  Staffing Limitations: Recruiting and retaining credentialed teachers in specialized areas such as music, visual arts, and CTE remains a challenge, particularly in our rural setting. In some cases, this has limited the frequency or depth of instruction in these areas, especially for lower grade levels.Funding Constraints for Program Expansion: While we have successfully leveraged categorical funding (e.g., Prop 28 and CTE Incentive Grant), the ongoing cost of expanding enrichment offerings (such as art, music, technology, and hands-on science labs) limits our ability to scale programs equitably across all grade levels without additional sustained funding.Scheduling and Space Limitations: With a single school site and limited physical space, it can be difficult to run multiple elective or enrichment courses concurrently without displacing core instructional time or interventions for students who need academic support.|In response to the results of our locally selected measures and the identified barriers, Monson-Sultana Joint Union Elementary School District has taken several steps—and will continue to implement additional actions—to ensure all students have equitable access to a broad course of study.  Revisions and Actions Already Implemented:  Expanded Elective Offerings for Grades 6–8: With support from the CTE Incentive Grant, the district is implementing Paxton Patterson CTE Labs to introduce students to hands-on, career-connected learning in fields such as health sciences, robotics, and engineering. This initiative expands student access to relevant and engaging elective pathways.  Prop 28 Planning and Staffing: We are actively working to utilize Prop 28 funding to support the hiring of additional arts/music instructors. In the interim, we are exploring the use of qualified consultants to provide music instruction while we continue recruiting credentialed staff.  Integrated Scheduling Improvements: The district has revised the master schedule to create a dedicated “enrichment and intervention” block, allowing students to receive academic support without sacrificing participation in PE, art, science labs, or other enrichment courses.  New Actions Planned:  Staffing Partnerships and Waivers: We are pursuing partnerships with local colleges, community arts organizations, and music education nonprofits to expand enrichment opportunities while addressing credentialing and staffing needs.|Met||2025-06-17|2025
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.|The district is moving towards an increase of tier 2 intervention instructional strategies happening in the general classroom. Teachers are receiving more training on how to integrate intervention strategies into their daily schedule versus students being removed from the classroom and being seen by the RTI teacher. For the 25/26 school year there is an additional RSP teacher being hired in order to assist with informal tier 3 intervention. The RSP teachers will also offer more coaching to teachers on how to modify or accommodate for IEP students, along with providing push in services so that IEP students are not removed from the general classroom as much. Middle school ELD will be taught through the broadcasting class so that they do not miss out on an elective. They will be responsible for providing the weekly Raider News (YouTube Channel) to the school. The district is still an in-school 4H program which provides 4H curriculum to all kinder thru 5th grade students daily. The aforementioned ensures that all students have access to a broad course of study.|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. The OV Farm has grown and become very popular to the students. The farm houses lambs and goats in preparation for 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 Student Store that is open weekly. 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.|Met||2025-06-24|2025
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 125 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.|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||2025-06-12|2025
54720330000000|Palo Verde Union Elementary|7|In our determination of student access to a broad course of study, we reviewed the school master schedule, student schedules, course offerings, lesson plans, and course outlines.|100% of our students continue to have access to a broad course of study, including unduplicated student groups and students with disabilities.|There are no current barriers.  100% have access.|We plan to maintain our current systems, and funded actions, to continue to provide this access for all students.|Met||2025-06-18|2025
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||2025-06-24|2025
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||2025-06-17|2025
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||2025-07-16|2025
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||2025-06-18|2025
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||2025-06-10|2025
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 $40,000 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||2025-06-24|2025
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.|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 $40,000 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||2025-06-24|2025
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||2025-06-11|2025
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.|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.|•	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|-	Upgrade our facilities and equipment to meet the needs of our diverse learners- Provide professional development with the goal of having teachers knowledgeable of the core tier I programs. - Review and revise our curriculum and instruction to align with the state academic standards and best practices - Increase communication and outreach to students and parents about the importance and availability of a broad course of study. Physical Dimension 1.	Safe and Clean Environment o	Regular Maintenance o	Safety Measures 2.	Welcoming Spaces o	Inviting Common Areas o	Student-Centered Design 3.	Healthy Environment o	Air Quality and Lighting o	Nutrition and Wellness 4.	Accessible Facilities 5.            Adequate Resources: 6.          Social Dimension o	Positive Relationships o	Mentoring Programs o	Peer Support Systems 6.        Inclusive Culture o	Cultural Competence Training. o	Diversity Celebrations 7.	Socio-emotional Support o	Socio-emotional Learning  o	Support Services 8.	Parental Involvement o	Engage Families o	Effective Communication 9.    Academic Dimension o	High-Quality Instruction o	Professional Development o	Differentiated Instruction  10.	Student Engagement o	Active Learning o	Relevant Curriculum 11. 	Supportive Learning Environment o	Academic Support o	Positive Reinforcement 12.	Continuous Assessment and Feedback o	Assessments o	Student Voice 13.   Data-Driven Decision Making o	Climate Survey o	Action Plans|Met||2025-06-25|2025
54721400136507|Crescent Valley Public Charter II|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, mathematics, social science, Ethnic Studies, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and drivers' education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and Els had the lowest participation in foreign language and Driver’s Ed. Career Technical Education (CTE) courses had low enrollment, which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed some participation in small group instruction for English Language Arts, and they were high in SGI Mathematics.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. As part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-06-05|2025
54721570000000|Strathmore Union Elementary|7|Strathmore Union Elementary School District remains committed to providing every student—including those with exceptional needs—access to a comprehensive course of study covering all core subject areas. A master schedule is used to ensure this access, and site principals regularly confirm implementation through classroom walk-throughs, collaborative feedback with teachers, and reviews of lesson plans that highlight clear learning goals and success criteria. These long-standing practices continue to uphold equitable learning opportunities for all students.|Through its master scheduling process, SUESD ensures that all students have access to core subjects—ELA, ELD, math, science, history, and PE. Site principals confirm this access through regular classroom observations and reviews of lesson plans. In addition to core instruction, students in grades 4–8 may choose to participate in band, and those in grades 5–8 can explore a variety of elective courses aligned to their interests. Students in grades 4–8 also benefit from visual arts instruction provided by the district’s art teacher. Beyond the school day, SUESD’s ELOP program offers a wide range of enrichment opportunities during after-school hours and school breaks, including sports, gardening, folkloric dance, barbering skills, mariachi, STEM, leadership development, and other interest-based activities designed to promote student engagement.|The district offers a range of enrichment activities, but participation depends on factors such as student interest, available staffing, and having staff with the necessary specialized skills. In addition, while a full-time music teacher is in place, music instruction is currently centered on the band program for students in grades 4–8. Band is an optional offering, so not all students take part.|For the 2025–26 school year, we have planned a wide range of opportunities through our Community Schools Program and our ELOP, which is now closely aligned with the HEART Program. Field trips will continue, and we’ve added Leader in Me to our after-school offerings. In addition, we are further expanding our sports program to include more options and opportunities to compete with other districts.|Met||2025-06-16|2025
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, Media Production and Broadcasting, Technology, 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 will continue to offer the current courses next year maintaining the many opportunities that we have for our students.|Met||2025-06-17|2025
54721810000000|Sunnyside Union Elementary|7|Sunnyside Union School District maintains a strong commitment to providing a broad and equitable course of study for all students, including English learners, students with disabilities, and socioeconomically disadvantaged youth. As a small, rural, single-school district, Sunnyside maximizes resources and staffing through strategic planning and collaboration. The administration and leadership team meets regularly to review student needs, analyze enrollment data, evaluate junior high elective participation, and monitor the master schedule, PE instruction, and daily lesson plans. These efforts ensure that all students have access to a comprehensive curriculum that meets both state standards and local priorities. All single-subject core classes are accurately coded in CALPADS, and the Superintendent-Principal collaborates with the CALPADS Coordinator to confirm that every student receives instruction from credentialed teachers in all core subject areas. Designated English Language Development (ELD) is integrated as part of the core curriculum, and special education services are delivered during core instruction blocks through push-in models, ensuring inclusive learning environments. Sunnyside offers a robust selection of electives for students in grades 6–8, including: •	Dance •	Band/Music •	Garden •	Technology •	Coding •	Arts and Crafts •	Geography •	Guitar •	Cardio Fitness Electives are attended four times per week, and rotate each trimester, allowing students to explore multi|As a single-school district, Sunnyside does not experience disparities across multiple school sites. However, differences in access to certain aspects of the broad course of study do exist between student groups based on age and developmental appropriateness. Older students, particularly those in upper elementary and junior high, are provided with more diverse opportunities—such as electives and extracurricular programs—by design.  This intentional differentiation is rooted in the belief that older students are better positioned, both developmentally and academically, to benefit from and engage with a broader range of courses and enrichment activities. While younger students have fewer options, their instructional program remains standards-based, well-rounded, and developmentally appropriate.  Sunnyside continues to evaluate opportunities to expand enrichment for younger students in ways that align with their learning needs and ensure all students are supported in accessing a meaningful and equitable educational experience.|As a single-school district, Sunnyside does not experience disparities across multiple school sites. However, differences in access to certain aspects of the broad course of study do exist between student groups based on age and developmental appropriateness. Older students, particularly those in upper elementary and junior high, are provided with more diverse opportunities—such as electives and extracurricular programs—by design.  This intentional differentiation is rooted in the belief that older students are better positioned, both developmentally and academically, to benefit from and engage with a broader range of courses and enrichment activities. While younger students have fewer options, their instructional program remains standards-based, well-rounded, and developmentally appropriate.  Sunnyside continues to evaluate opportunities to expand enrichment for younger students in ways that align with their learning needs and ensure all students are supported in accessing a meaningful and equitable educational experience.|Sunnyside Union School District remains committed to continuously improving access to a broad course of study for all students. While Sunnyside is a small, single-school district, it prioritizes offering both in-class and out-of-class experiences that enrich student learning and development.  The district recognizes the importance of ensuring that its students have access to opportunities comparable to those available in larger districts. To that end, the current administration and on-campus leadership team regularly engage in collaborative discussions to develop and implement innovative solutions that expand student access to academic and enrichment programs.  Through thoughtful planning, creative staffing, and strong community partnerships, Sunnyside will continue to seek ways to enhance the educational experience and ensure that all students benefit from a well-rounded and equitable course of study.|Met||2025-06-24|2025
54721990000000|Terra Bella Union Elementary|7|The school used AERIES, the school information system to track students involved in music, sports, academics, or other extra activities which are part of a broad course of study.  All students including unduplicated students and students with exceptional needs are part of the tracking system.|The district tracking system changed from a manual input system to a computer-based system this year.  100% of students were involved in a broad course of study activities during and beyond the regular school day.  This included art, music, physical education, and the core subjects, math, English, Science, and social studies|100% of students were involved in a board course of study.|100% of students were involved in a board course of study.|Met||2025-06-12|2025
54722070000000|Three Rivers Union Elementary|7|We use class walkthroughs, lesson plan analysis, master schedule analysis and review of student schedules to determine our effectiveness in this area.|100% of our students have access to broad course of study|There are no barriers|We will continue to provide this access to all of our students.|Met||2025-06-26|2025
54722150000000|Tipton Elementary|7|Tipton ensures that all students are enrolled in a broad course of study by regularly reviewing class enrollment records and teacher lesson plans. The principal conducts weekly reviews of lesson plans to verify that English Language Development (ELD) instruction is being implemented, ensuring access to the core curriculum for all English learners. Based on this ongoing review, every student at Tipton is confirmed to be enrolled in and has access to a comprehensive course of study, which includes English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education.|100% of unduplicated and special needs students were enrolled in a broad range of study. This is confirmed through the examination of all lesson plans. 6-8th grade students have the opportunity to take multiple electives each year. The following electives are offered: Ag, Art, Drama, STEM, Computer Programming, Journalism, Speech, Engineering Design, 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.|Tipton Elementary School District has continued to expand its course offerings, introducing new electives for the 2024–2025 school year. However, due to challenges in hiring a music teacher, the music and band program was temporarily put on hold. Despite this, fourth-grade students were still able to participate in music instruction. A music teacher will be hired for the 2025–2026 school year, ensuring that all students will once again have access to music education.|TESD remains dedicated to ensuring all students have access to a broad and well-rounded course of study. This commitment is upheld through ongoing professional development, data-informed interventions, targeted supplemental instructional materials, and comprehensive student support services. The district will continue to provide a diverse selection of elective courses, along with the necessary materials and resources to support student success.|Met||2025-06-12|2025
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, 60 minutes in Mathematics and 30 minutes of English Language Development.  All student groups participate, some students (English Language Learners, students with exceptional needs, and Foster Youth), receive more time in each area, due to instructional aides being in the classroom and afterschool tutoring.|The district currently tracks students' achievement, either CAASPP, ELPAC, DRA and reading, writing, and math benchmarks.|As is the current trend across California, attendance continues to be an issue.  The district will continue to work towards a lower percentage rate of chronic absenteeism.  The district will also closely monitor our long term English Language Learners.|The district strives at maintaining the importance of daily attendance in school.  Our numbers have drastically changed since prior to COVID.  Our attendance rate was better, even coming back from COVID, it was better than it is currently.  The district began offering incentives for monthly attendance and students get perfect attendance awards at the end of the school year.  The district is always looking for ways to increase awareness and work towards closing the gap with chronic absenteeism and higher daily attendance.|Met||2025-06-24|2025
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. In the 25-26 school year, Middle school electives will be expanded to include 2 offerings to support a broad course of study.|Met||2025-06-24|2025
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||2025-06-12|2025
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||2025-06-12|2025
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||2025-06-12|2025
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. VUSD will use several tools to monitor access and enrollment, including: Powerschool, Performance Matters, Counselors, Transition Teams and Systematic Reviews Enrollment data and course access reports to ensure students across all grade levels and student groups have access to and are enrolled in a wide range of courses and programs. Master schedule reviews at each school site to verify that all students can take electives like music, art, and CTE without barriers. Special education and support plan reviews to confirm that students with IEPs and 504 plans are fully included in general education offerings. Progress toward college and career readiness, including A-G course completion, AP, dual enrollment, and CTE pathways. Feedback from students, families, and staff to understand experiences and improve access across the district. These efforts ensure every student in VUSD has the opportunity to explore their interests, develop their talents, and prepare for future success.|elementary grades, all TK–6 students have access to core instruction in English Language Arts, Math, Science, and Social Studies. Students also participate in Visual and Performing Arts (VAPA) and Physical Education. At the middle school level, 7th grade students are scheduled into one elective course; however, students requiring academic support—such as English Learners, students with disabilities, and those not meeting grade-level expectations—may be enrolled in targeted support courses in place of electives. In 8th grade, most students are enrolled in two electives. At the high school level, all students have access to a full complement of core courses and a range of electives including World Languages, VAPA, and AP coursework. Each comprehensive high school offers CTE pathways aligned to regional industry sectors. Dual enrollment opportunities in English are available at all high schools|We have identified several barriers that prevent the Local Education Agency (LEA) 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.  Similarly, English Learners (EL) face barriers due to the need for additional support classes focused on English language development. These support classes, while crucial for their academic success, restrict their access to a full range of elective courses. The district is committed to balancing the need for English language support with the provision of a comprehensive elective program for EL students.  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.|For English Learners, the district has developed specific courses to provide designated academic language support. Additionally, we are in year two of implementation an elementary newcomer academy, where students classified as newcomers receive language support and build connections to their school sites, fostering a smoother transition into the educational system.  Students enrolled in newcomer academies spend 33% of their instructional day in the academy and 67% of their instructional day in general education courses. Students access a broad course of study, through their general education classes. n middle schools, our special education service model that provides more opportunities for students to participate in elective courses.  We have expanded this model into all high schools.   The co-plan/co-teach model, where special education services are delivered within general education classes, allows students access to general education courses that meet A-G requirements. This inclusive approach enables students to receive necessary support without sacrificing access to a comprehensive curriculum. 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 to their IEP requirements.|Met||2025-06-12|2025
54722560109751|Visalia Charter Independent Study|7|VCIS utilizes the California Dashboard, CAASPP Scores, NWEA MAP Assessment Scores, College course completion rates from our community college, CTE completion rates, and 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. We also added AP classes to our mathematics offerings on-site at VCIS in 24-25.|Met||2025-06-12|2025
54722560120659|Visalia Technical Early College|7|VTEC utilizes a combination of local and state tools to ensure that all students, including unduplicated students and those with exceptional needs, have access to and are enrolled in a comprehensive course of study. These include the California Dashboard, CAASPP scores, COS dual enrollment completion data, CTE pathway completion, A-G tracking through individualized four-year plans, student grades, attendance, and club participation. All courses align with UC Doorways for A-G approval and follow the VUSD scope and sequence. Students have access to rigorous academics, Career and Technical Education (CTE) pathways, and dual enrollment opportunities to support college and career readiness. VTEC’s PLCs analyze formative data to ensure instruction is responsive to student needs. When data indicates that students are struggling, content is retaught in class or through targeted RTI sessions, utilizing small-group, tiered support. These systems ensure all students are monitored and supported equitably across course offerings and academic pathways.|Using locally selected measures, VTEC ensures that all students, including unduplicated student groups and those with exceptional needs, have access to and are enrolled in a broad range of courses of study. Data from A-G tracking, COS dual enrollment completion, CTE pathway participation, CAASPP scores, and club involvement show consistent access across all grade levels and student groups. All students develop four-year plans aligned with A-G and CTE pathway options, supported by staff through advisory and counseling services. COS course completion rates show increasing participation among underrepresented students, and CTE enrollment continues to reflect the diversity of the student body. PLC teams regularly review grades, attendance, and formative assessment data to ensure that students are making progress. VTEC students are retaught during class or RTI sessions when students struggle. Over time, VTEC has expanded dual enrollment and CTE options, with no significant differences in access by student group. We continue to monitor and refine support systems to ensure equitable participation and success in all academic pathways.|Based on the analysis of locally selected measures, VTEC has identified several barriers that impact full access to a broad course of study for all students: 1. Scheduling Constraints: As a small school with a specialized focus, limited staffing and course periods restrict our ability to offer a wide variety of electives and advanced courses concurrently, which can impact student choice and pathway flexibility. 2. Transportation Challenges: Some students, especially those from underrepresented backgrounds, face difficulties attending before- or after-school opportunities such as COS labs, tutoring, or club activities due to transportation limitations. 3. Awareness and Readiness: While all students have access to dual enrollment and CTE pathways, not all students or families are equally aware of the options or feel confident navigating college-level coursework or industry-aligned programs without additional support. 4. Resource Gaps for Tiered Support: While RTI and PLC structures are in place, there is a need for expanded capacity (e.g., intervention training for teachers) to consistently provide timely academic support for struggling students. To address these barriers, VTEC continues to refine its master schedule, expand outreach to families, develop flexible learning models, and pursue connections with COS to ensure students have the opportunity to take advanced courses.|In response to the analysis of local data, VTEC is implementing several actions to ensure equitable access to a broad course of study for all students: Master Schedule Refinement: We are restructuring our schedule to maximize course offerings within limited staffing, utilizing creative approaches such as dual enrollment, online coursework, and cross-grade electives to expand access without increasing the instructional load. Expanded Support for Dual Enrollment and Career and Technical Education (CTE): VTEC is increasing student and family awareness of Career and Technical Education (CTE) opportunities through counseling sessions, parent nights, and four-year planning meetings. We’ve also added academic support during the school day to assist students enrolled in college-level courses. Tiered Intervention System Enhancement: We are strengthening our RTI model with more consistent small-group instruction, targeted reteaching, and increased Professional Learning Community (PLC) time to analyze student data and adjust instruction proactively. Increased Transportation Access: We are exploring flexible scheduling and partnership options to reduce transportation barriers for before- and after-school learning opportunities. These actions, guided by local data and input from educational partners, aim to remove barriers and ensure that every student, regardless of their background, has access to and is supported in completing a broad and rigorous course of study.|Met||2025-06-12|2025
54722560135863|Global Learning Charter|7|||||Not Met|||2025
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||2025-06-12|2025
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||2025-06-24|2025
54722980000000|Woodville Union Elementary|7|Woodville USD uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule and course enrollment data are utilized as a tool for Woodville Elementary School. The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students in grades TK-8. Using the tools outlined above, Woodville USD determined that English Learners, Foster Youth, the 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 the School Plans for Student Achievement.|All students (including unduplicated students and students with disabilities) in K-8 grades are enrolled in English, Math, History-Social Science, and Science and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in K-8 grades 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 4 - 8 are enrolled in English, Math, and Physical Education courses. While our middle school does offer History-Social Science, Science, and Visual and Performing Arts (either integrated VAPA, designated VAPA, or a combination of both) on rare occasions, not all English learners or students with disabilities can enroll in these subjects due to enrollment in additional academic support classes. Additionally, all students in grades 6-8 have access to the Career Technical Education room.|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 no ability on the part of the district to expand the offerings. Currently, our monitoring and tracking of participation indicate that students can access the courses they are assigned to without interference or disruption.|Woodville USD ensures that all students have access to a broad course of study by monitoring the master schedule and student course enrollment. Students are provided with the benefit of accessing the CTE room with certificated staff to provide support to all students and encourage students and identified student groups to have access to high-level academic coursework and advanced assessments.|Met||2025-06-10|2025
54753250000000|Farmersville Unified|7|The district is using a number of courses and student enrollment in these courses to represent the broad course of study comparing the 2023-24 school year to 2024-2025 school year. A broad course of study includes courses that go beyond the core curriculum and include honors / advanced placement, GATE, STEM, Foreign Language, Dual enrollment, and CTE courses. Student access to broad course of study data is disaggregated by grade spans, significant subgroups, and unduplicated criteria. In elementary schools and junior high, a broad course of study also includes music, art, theater, foreign language, and other elective courses.|The broad course of study results indicate that the district continues to expand course access for all students and subgroups. Student enrollment continues to increase year over year in the following courses: Dual Language, Music Education, Art, and Foreign Language. While the following courses continue to see slight declines in enrollment, including Honors, Advanced Placement, and CTE.|The decline in participation in a broad course of study enrollment from year to year was at the secondary level for all student subgroups. This decline can be attributed to the increased participation of students in college courses, either by being dual-enrolled or through concurrent enrollment. Student participation in college courses replaces their participation in honors, AP, and CTE courses.|The district implemented extended summer school for students who were identified as credit deficient and offered STEM programs over the summer for increasing student enrollment and access to a broad course of study.|Met||2025-06-24|2025
54755230000000|Porterville Unified|7|Porterville Unified School District uses multiple locally selected tools to ensure all students—including unduplicated groups and students with exceptional needs—have access to and are enrolled in a broad course of study. Master schedules, teacher schedules, and Aeries enrollment data are reviewed regularly to verify student participation in core and enrichment subjects such as ELA, math, science, social studies, PE, and the arts. Counselors, administrators, and instructional staff use data chats, Individualized Learning Plans, and credit-tracking systems to monitor course access and academic progress across grade spans. For English learners, designated ELD placement is tracked and aligned with ELPAC levels. Students with exceptional needs are supported through IEPs, service rosters, and intervention placement reviews to ensure they receive appropriate supports while maintaining access to general education and enrichment opportunities. Additional tools such as student surveys and classroom discussions help identify interest areas and inform inclusive scheduling.|Porterville Unified School District ensures that all students, including unduplicated groups and those with exceptional needs, have access to and are enrolled in a broad course of study. Across elementary sites, students receive daily instruction in ELA, math, science, social studies, and PE, with art and music offered in grades 4–6. Master schedules, instructional minutes, and Aeries data are used to monitor access and equity. At the secondary level, students participate in A–G aligned core and elective pathways, with counselors supporting academic planning and credit tracking. English learners receive daily designated ELD, and students with IEPs are served through inclusive supports. While access is consistent across sites, some barriers remain—such as scheduling conflicts for students receiving intensive interventions and limited alignment of special education with dual immersion programs. Efforts are underway to improve coordination, increase inclusion, and expand access to enrichment for all learners.|Porterville Unified School District continues to address several barriers that limit some students’ access to a broad course of study. Common challenges include scheduling conflicts between intervention services, ELD, and special education supports that occasionally overlap with core or enrichment classes. Limited staffing—particularly bilingual specialists and enrichment instructors—can restrict the availability of music, art, or elective courses, especially in elementary grades. At the secondary level, students with IEPs or those requiring English Learner support may have limited elective choices due to required support classes. Chronic absenteeism, behavioral needs, and social-emotional challenges also impact consistent access and engagement. Additionally, students in specialized programs like dual language immersion may face constraints if support services are only offered in English, disrupting their bilingual progression. Addressing these barriers requires strategic scheduling, expanded staffing, and closer coordination between academic and support programs.|Porterville Unified School District is taking strategic steps to ensure all students have equitable access to a broad course of study. Schools are refining scheduling practices to reduce conflicts between intervention services and enrichment subjects, preserving student access to science, art, music, and PE. The district continues to expand college and career readiness through increased access to AP courses, dual enrollment, and CTE pathways, supported by dedicated college and career counselors. A schoolwide MTSS model is being implemented to provide academic and social-emotional supports that help students remain engaged in the full curriculum. Elementary sites are piloting inclusive kindergarten models and leveraging roving PE and Fine Arts teachers to ensure consistency in enrichment. Data tools like Aeries are used to monitor course access across subgroups, and staff are receiving training on inclusive practices, particularly in dual-language settings. Community Schools Coordinators are also working to introduce new programs and expanded learning opportunities.|Met||2025-06-26|2025
54755230114348|Butterfield Charter|7|Our site tracks student access and enrollment in a broad course of study through multiple methods. Credit tracking is conducted by counselors, admin, and advisory teachers to monitor academic progress across grade spans and student groups. Individualized Learning Plans (ILPs) and graduation status are reviewed regularly to ensure students are on track and enrolled in appropriate courses. We also utilize the PDSA cycle during MTSS meetings to monitor attendance and identify students requiring additional support. Students with exceptional needs receive targeted resource time to ensure equitable access and progress within the curriculum.  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 at our site have access to, and are enrolled in, a broad course of study, with all courses aligned to A–G requirements. The curriculum is designed to ensure equity across student groups, including unduplicated students and those with exceptional needs. While access is consistent, there is an ongoing need to support students in maintaining enrollment in the appropriate courses required for graduation and post-secondary readiness. Continued monitoring and guidance are essential to ensure students stay on track with their educational pathways.  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.|Barriers that prevent full access to a broad course of study at our site include limited transportation options, inconsistent access to Wi-Fi, and insufficient availability of resources such as intervention classes. Additionally, student mindset and social-emotional learning (SEL) challenges can impact engagement and course persistence. Addressing these barriers is essential to ensuring equitable access and academic success for all students.|To ensure access to a broad course of study for all students, several actions have been implemented or are planned at our site. These include hiring a College and Career Counselor to provide targeted guidance and support, continuing FAFSA workshops, and offering career-focused presentations aligned with student interests. Additionally, we have implemented PIQE to engage families and are providing professional development on college and career indicators featured on the California Dashboard. Efforts are also being made to ensure that students, parents, and staff clearly understand graduation requirements and that students are supported in developing concrete post-graduation plans.  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. Butterfield will provide a wide array of elective classes to increase student engagement and motivation in elementary and middle school grades. The site will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school.|Met||2025-06-26|2025
54755230116590|Harmony Magnet Academy|7|Monitoring all students' progress occurs year round as students meet with Pathway teams, peer tutors, and teacher led interventions. Counselors monitor students progress and meet with them continuously to ensure students meet college and career objectives. 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, benchmark checkpoints, and common formative assessments are evaluated in order to prescribe the level of intervention necessary for student success.|Students at Harmony have access to and are enrolled in a broad course of study. All courses are A-G approved and aligned to CTE Pathways structure. Harmony is a wall-to-wall academy supporting Engineering and Performing Arts. 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 1and 2, ASB, Student Assistant, Lab Assistant, and Cross-Age Tutor and Freshman Academy.|The ability to keep students on track can be a barrier to accessing a broad course of study. Students can be limited to additional elective courses if they are scheduled to complete remediation. The comprehensive intervention program at Harmony is designed to improve matriculation of students 9-12. Communication feedback from families and students can also be a barrier because of low participation rates, which could inhibit involvement in a broad course of study for all students. HMA parents and guardians are 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 disadvantage also introduces barriers related to cultural or familial expectations that also may impact access. All students at Harmony receive free meals.|The current comprehensive program that exists at Harmony was designed to ensure equity and access to a broad course of student for all students. The college and career indicator, pathway completer and graduation rate demonstrate implementation at a high level. 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||2025-06-26|2025
54755230137968|Porterville Military Academy|7|The site ensures opportunities exist to ensure students are able to reach college and career readiness per the state requirements. Each grade level has been provided opportunity for competitions, field trips, leadership roles, and advanced placement. The California Dashboard and SBAC metrics are reviewed by the site leadership, faculty, and staff several times per year. Based on this data, the team uses reflection methods for annual goals refinement.  Aeries is used to collect and analyze data on student enrollment; course enrollment reports. Our student information system allows us to monitor enrollment and completion rates in the various course offerings. We survey students when they graduate as well as take anecdotal information from students. The information is analyzed to determine what must be added to our schedule. PMA offers high school level and A-G level (college prep) courses. Students have access to all courses necessary to earn a high school diploma. The school has focused on providing more CTE related electives as well as electives in the Arts. The number of students at PMA limits the offerings. We have a few sections of Art that we can keep full (usually 2 or three sections). However, our music class struggles to keep students enrolled. We cannot offer more sections if the student interest isn't there. When students enroll, we provide them options for the their elective courses. From that we develop a master schedule providing options.|The site ensures opportunities exist to ensure students are able to reach college and career readiness per the state requirements. Each grade level has been provided opportunity for competitions, field trips, leadership roles, and advanced placement. There are no differences across student groups in having access to a broad course of study. Potential 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.|"More funding for field trips and Band curriculum would ensure access to a broader course of study for all students. 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."|More funding for field trips and Band curriculum would ensure access to a broader course of study for all students. 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. An after-school late van was introduced for students to maximize after school athletics, clubs, competitions, and tutoring. 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||2025-06-26|2025
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. The district continues to offer opportuniiteis in Visual and Performing Arts and looks to add additional Pathways at the high school level.|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||2025-06-26|2025
54767940000000|Woodlake Unified|7|Woodlake Unified regularly reviews each school site's master schedule to ensure compliance with Education Code requirements and to verify that all students—including Unduplicated students and those with exceptional needs— have equitable access to a broad course of study. Beyond schedule reviews, the district incorporates specific metrics in the LCAP to monitor enrollment and completion rates across key academic areas. These include Career Pathways, Career Technical Education (CTE), A-G course requirements, and the percentage of students identified as “Prepared” according to the California College/Career Indicator. This comprehensive approach ensures that all student groups are supported in accessing and completing a well-rounded, rigorous educational program.|Districtwide data for the 2024 graduating class, including both comprehensive and alternative education students, showed that 26.1% met A-G requirements, 28.9% completed a Career Pathway, and 47.5% were classified as “Prepared” for college and/or career based on the California College/Career Indicator. During the 2024–25 school year, 81.7% of students were enrolled in a CTE or Career Pathway program, while 96.1% were enrolled in A-G coursework. Among student subgroups, 72.4% of English Learners and 71.1% of students with disabilities were enrolled in CTE/Career Pathway programs. In A-G coursework, enrollment rates reached 100% for English Learners and 50% for students with disabilities. This data reflects the district’s ongoing efforts to provide equitable access to college and career readiness opportunities for all students. Woodlake Unified is committed to providing a well-rounded education that includes a broad range of course offerings and enrichment opportunities for all students. Programs include physical education, visual and performing arts, video production, STEAM, honors and Advanced Placement courses, and dual enrollment options. Students in grades K–5 receive STEAM instruction from a teacher on special assignment, and those in grades 3–5 benefit from physical education taught by a credentialed PE teacher. Additionally, students in grades 3–5 have access to music instruction, with 5th graders having the option to join band. In 2024–25, the district expanded its com|In response to local measure results, Woodlake Unified has identified that equitable access to college and career readiness opportunities—such as dual enrollment, CTE/Career Pathways, and A-G coursework—remained limited at Bravo Lake High School through the 2024–25 school year. Addressing this gap will be a continued area of focus to ensure all students, including those in alternative education, have access to the full range of postsecondary preparation programs.|To address the identified barrier, Woodlake Unified will continue to prioritize and allocate resources toward expanding college and career readiness opportunities for students at Bravo Lake High School. Planned developments for 2025–26 include the expansion of dual enrollment courses and the launch of A-G certified coursework. Efforts are also underway to expand CTE/Career Pathways and implement a pre-apprenticeship program, supported by a recently completed memorandum of understanding, with a targeted start date of summer 2026. Continued collaboration with the comprehensive high school, the Director of College/Career Programs, and the Work-Based Learning Coordinator will be essential in building and sustaining these expanded opportunities.|Met||2025-06-18|2025
54768360000000|Exeter Unified|7|Exeter Unified School District (EUSD) employs a range of locally selected measures and tools to monitor student access to and enrollment in a broad and balanced course of study. These measures include school site master schedules, student enrollment data by course, summaries of student placement criteria, and course or pathway completion reports generated from the District’s student information system, Aeries.|Based on locally selected measures, EUSD continues to expand equitable access to a broad course of study across all school sites:  Career & Technical Education (CTE)  - 46.9% of high school students enrolled in CTE courses, a 1.86% increase from the prior year; nearly all student groups are proportionally represented (Aeries, May 2025). - 25.1% of high school seniors completed one or more CTE pathways (2024 Dashboard), with completion rates by group: White (27.5%), Latino (24.6%), socioeconomically disadvantaged (SED, 23.7%), English learners (EL, 13.8%), and students with disabilities (SWD, 9.4%).  Advanced Courses - 25.8% of high school students enrolled in one or more college credit courses, increasing 10.76% from the prior year, with improved diversity (Aeries, May 2025). - 19.9% of high school students enrolled in one or more Advanced Placement (AP) courses, a slight decline of 1.12% from the previous year; Latino, SED, EL, and SWD students remain underrepresented (Aeries, May 2025). - 61% of high school students passed one or more AP exams with a score of 3 or higher (College Board, 2024), including White (61.4%), Latino (48.6%), and SED (57.8%).  Music & Art - 47.66% of TK-5 students participate in music, with equitable access across all elementary sites (Aeries, May 2025). - 100% of TK-5 students receive art instruction, with consistent access across all elementary sites (Aeries, May 2025).|While Exeter Unified School District (EUSD) is committed to expanding access to a well-rounded education, several barriers continue to limit equitable participation:  Developing MTSS Framework - EUSD’s Multi-Tiered System of Supports (MTSS) is still in development. Inconsistent implementation and a lack of standardized entrance and exit criteria for Tier 1 and Tier 2 supports hinder the timely identification and support of students who need academic or behavioral interventions.  Preparedness and Support for Rigorous Coursework - Students from underrepresented groups (ELs, socioeconomically disadvantaged, and students with disabilities) face readiness gaps that limit success in AP and college credit courses; early data also show that as enrollment barriers are removed and participation expands, pass rates have declined.  Student Interest - EUSD aims to have 100% of all high school students enrolled in a CTE pathway; however, student feedback indicates current pathways do not fully meet all career and technical interests.|In response to local data identifying access gaps, the LEA has implemented and will continue targeted strategies to ensure equitable access to a broad course of study for all students:  - Maintain full-time ELD teachers and Bilingual Instructional Aides, providing consistent, targeted support. - Fully implement a Universal Transitional Kindergarten (UTK) program, focusing on rich academic language development. - Expand all current CTE pathways, with significant enhancements to the Education, Health Sciences, and Industrial Maintenance (new) pathways. - Continue with expanded electives: Spanish and Agriculture courses (grades 7-8), music instruction (grades 4-12), and visual arts (TK-12), - Make CTE and dual enrollment courses available to all high school students, including students enrolled in independent study and alternative education. - Implement a comprehensive districtwide college and career plan, funding student field trips, college/career guest speakers, and college/career fairs to support student engagement and interest in post-secondary education.  - Ensure all high school students develop and maintain a digitally accessible four-year academic plan. - Launch AVID (Advancement Via Individual Determination) in grade 6. - Require all high school students enrolled in Concurrent Enrollment courses to participate in an Early College Course led by a certificated teacher, offering academic support and progress monitoring to enhance success in college credit coursework.|Met||2025-06-18|2025
55105530000000|Tuolumne County Superintendent of Schools|7|Master scheduling, student schedules and transcripts, review of IEPs, instructional material inventories, usage reports for online curriculum materials.|Students enrolled in TLC and GREC programs all have access to, and are enrolled in, a broad course of study. Opportunities for CTE coursework were offered in the 2024-25 school year through a CTE Photography Instructor, and with CTE Online course offerings. 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 offering lessons in photography through a CTE credentialed instructor, online CTE offerings, 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||2025-06-24|2025
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 3-8 (Unduplicated Students and Individuals with Special Needs) CAASPP ELA & Math (no students take CAA) • Grades 2-8 (unduplicated Students and Individuals with Special Needs) enVision Math Pilot Program and SuccessMaker digital adaptive practice • 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 to select the placement for them in high school English and Math classes.|Students have access to a broad course of study. In addition to the locally selected measures, teachers utilize a standards-based report card and measure student growth on curriculum embedded assessments in most subject areas. In addition to all the regular subjects, PE is offered to all students in K-8 and music is offered on a limited basis (Ukulele lessons) and in the after school program. Students in grades 6-8 have electives that include Leadership, Robotics, 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 17% of our students identified as qualifying for special education services. SELPA has imposed a site funding model and the costs of providing services to our students with special needs has tripled. Results of our LCAP Stakeholder survey indicate a need for intervention for students struggling with behavior and academics. In order to remedy this challenge, Belleview performed a “Program Transfer” in collaboration with SELPA for our Speech Program and will continue to hire its own Speech Therapist in 25/26.|Additional funds have been allocated in 2025-2026 to address the needs of our special education population as well as the remediation needs for struggling students. 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||2025-06-23|2025
55723480000000|Columbia Union|7|Columbia Union School District uses a combination of master schedule audits, course enrollment records, student information system (SIS) reports, and disaggregated participation data to monitor student access to and enrollment in a broad course of study.  These tools are used to ensure that all students—including unduplicated student groups (English Learners, foster youth, and socioeconomically disadvantaged students) and individuals with exceptional needs, have equitable opportunities to participate in core content, enrichment, and elective offerings.  By reviewing course rosters and enrollment trends by grade span and subgroup, the district evaluates access to Visual and Performing Arts, Physical Education, Science, Social Studies, College and Career Pathways electives, and World Language at the middle school level.  Additionally, the district monitors access to intervention supports and extended learning opportunities (e.g., after-school programs and the Opportunity Hub) to ensure alignment with student needs and interests.  This monitoring informs planning and helps eliminate barriers to a full and inclusive educational experience for all students.|Using master schedule audits, enrollment records, and student information system (SIS) data disaggregated by grade span and student group, Columbia Union School District has verified that all students, including English Learners, socioeconomically disadvantaged students, and students with disabilities, have access to and are enrolled in a broad course of study across K–8.  This includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and Visual and Performing Arts, with additional elective options introduced in the upper grades.  In 2024–25, the district made notable progress by expanding elective offerings through the launch of a College and Career Pathways course catalog, hiring a dedicated Physical Education teacher, and increasing student access to Fine Arts instruction in both lower and middle grades. These additions reflect an intentional effort to provide more inclusive and engaging academic experiences aligned with the needs and interests of all students.   Enrollment and participation data show that access is equitable across the district’s single school site, though monitoring revealed that students with disabilities and English Learners participate at lower rates in elective and enrichment programs such as the arts, advanced electives, and after-school clubs.|Analysis of course enrollment data, scheduling practices, and disaggregated participation rates has identified several key barriers limiting full access to a broad course of study for all students at Columbia Union School District.  A primary barrier is scheduling constraints, particularly at the middle school level, where balancing core instruction, intervention, and elective access within a limited instructional day can restrict flexibility for students, especially those receiving additional academic or behavioral support.  Additionally, students with disabilities and English Learners often face challenges accessing non-core offerings such as Fine Arts, advanced electives, or after-school enrichment due to the structure of specialized support services or language development programs that may conflict with elective blocks.  This highlights the need for better scheduling alignment and program integration to ensure inclusion without sacrificing essential supports.  Another barrier is limited staffing and credentialing capacity in specialized subject areas such as Visual and Performing Arts, World Language, and Career Technical Education.  Although the district made progress in 2024–25 by hiring a Physical Education teacher and expanding Fine Arts, staffing limitations have historically restricted the breadth and frequency of enrichment courses, especially in earlier grades.|In response to identified barriers and enrollment trends revealed through schedule audits and disaggregated participation data, Columbia Union School District is implementing several key actions to expand and ensure equitable access to a broad course of study for all students.  To address scheduling conflicts that impact elective access, particularly for students receiving interventions or special education services, the district has revised its master scheduling process for 2025–26 to prioritize built-in enrichment blocks during the instructional day.  This ensures students receiving Tier 2 or specialized supports can also participate in electives without missing core instruction or intervention time.  To support students with disabilities and English Learners, the district is working to better integrate support services into general education classrooms and elective rotations.  This includes collaborative planning between special education, ELD, and elective staff to align instructional goals and remove pull-out conflicts during enrichment periods.  Recognizing the impact of staffing limitations, Columbia continues to invest in hiring and credentialing specialized staff. In 2024–25, the district hired a Physical Education teacher and expanded Fine Arts opportunities.  Moving forward, the district will prioritize staff recruitment in Visual and Performing Arts and World Language and explore cross-training opportunities to expand course offerings with existing personnel.|Met||2025-06-16|2025
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.  Our after school programming, which includes various music programming and the after school program (PM Club) serves about 45% of our students.|Late Transportation from our after school clubs or after school program is entirely on the parents to provide.  The lack of late transportation is a barrier for some students to participate.  Because of our location off a major roadway, walking to school is not an option for Curtis Creek students, therefore, every student requires transportation of some kind.|1. Curtis Creek has implemented a stipend for teachers who host an after school club. 2. Curtis Creek has supported as is building a concert / marching band. 3. Curtis Creek has a program where students can learn to play in a rock bank. 4. Curtis Creek has joined with shared services to stabilize its transportation routes (no cancelled routes in 2024-2025). 5. Curtis Creek offers private music lessons for all of its students. 6. Curtis Creek offers an interest based summer school programming for all students. (STEM activities, Music camps)|Met||2025-06-25|2025
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 School District, a TK–8 district, uses locally selected measures to ensure that all students have access to and are enrolled in a broad course of study. Both school sites offer the seven core areas identified for grades 1–6, with all TK–8 students receiving music and art instruction from credentialed teachers. Additional visual and performing arts experiences are provided through partnerships with outside organizations. In grades 6–8, students select from electives such as technology, yearbook, and student government as part of their regular school day.  The District offers a Dual Language Spanish Immersion Program for grades K–8, open to both English and Spanish speakers, providing bilingual instruction and access to rigorous academic content. Chinese Camp Science Academy specializes in a STEAM-integrated model, emphasizing hands-on, inquiry-based science learning. Technology is embedded into daily instruction across all grade levels.  To ensure equitable access, students with academic needs receive targeted support during and after school, including reading and math intervention, bilingual instructional aides, English Language Development (integrated and designated), and special education services. No significant differences exist across school sites or student groups in access to a broad course of study, and progress continues through expanded elective offerings and program integration.|Based on the results of locally selected measures, Jamestown School District has identified several barriers that impact the ability to provide access to a fully broad course of study for all students. Budgetary limitations, facility space, and scheduling constraints have restricted the District’s capacity to expand offerings in Career Technical Education (CTE), particularly for upper elementary and middle grade students. Additionally, recruiting and retaining qualified staff remains a significant challenge—especially in specialized areas such as bilingual education and special education. These staffing shortages can impact the consistency and depth of instructional programs, particularly those requiring specialized credentials or language proficiency. Addressing these barriers is essential to further expanding equitable access to diverse learning opportunities.|In response to the results of locally selected measures, Jamestown School District has implemented several actions to ensure all students—particularly those identified in our unduplicated student groups—have equitable access to a broad course of study. For grades 6–8, a revised master schedule now includes regular health and career education and a research-based reading curriculum. The District has adopted a WIN (What I Need) time framework to support targeted intervention and enrichment opportunities during the school day.  To further support access, the District has hired a full-time Curriculum and Instructional Coach and a math intervention specialist to provide direct support during the instructional day. After-school opportunities include sports and clubs through our Expanded Learning Opportunities Program. Visual and performing arts access has grown through the increase of our art teacher from 0.6 to 1.0 FTE and the creation of an after-school drama club, culminating in the school’s first student performance this year.  Additionally, the District has increased paraprofessional support to strengthen special education services, both in pull-out settings and inclusive classrooms. Planning is underway to explore future options for Career Technical Education (CTE) to broaden middle school pathways. These actions reflect a continued commitment to expanding access to a comprehensive and inclusive educational experience for all students.|Met||2025-06-25|2025
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.|We are a one district school district. Students have a PE teacher in grades 4 through 8.   Students have access to art grades 1-8. After school academic and enrichment activities were offered over two sessions during the 24-25 school year. The District was unable to retain a band position for the 24-25 school year.|Budget, staffing shortages, and classroom space  are all barriers to adding additional teachers to provide enrichment and electives throughout the school day.|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. 24-25 All students in grades 1 through 8 will have an art class a week for the 24-25 school year.  Unfortunately the band position was vacated for 24-25 at this time.  The position is posted and will remain open until filled. WIN was implemented in grades 1-8 During the 24-25 school year after school activities in the area of academic and enrichment were added serving students over two sessions. Summer school was held in July and August of 2024 for students in grades 1 through 8.|Met||2025-06-12|2025
55723890000000|Sonora Union High|7|Sonora Union High School District uses locally selected tools to track student access to and enrollment in a broad course of study. These measures evaluate progress among unduplicated student groups—including foster youth, English learners, and low-income students—and individuals with exceptional needs.  Key metrics include:  CAASPP ELA and Math Scores: Assess proficiency and highlight achievement gaps.  California Science Test Scores: Monitor science performance across all student groups.  A-G Completion Rates: Track readiness for CSU/UC admissions and post-secondary opportunities.  CTE Pathway Completion Rates: Evaluate engagement in vocational programs aligned with industry standards.  These indicators are regularly analyzed to ensure equitable access and educational rigor for all students, with a focused lens on supporting underrepresented and at-risk populations.|Sonora Union High School District ensures all students—especially low-income students, Hispanic students, students with disabilities, English learners, and foster youth—have equitable access to a broad course of study.  District-Wide Offerings:  CTE Programs: Available to all students, including pathways in Cosmetology, Emergency Response, Nursing, Welding, and Fire Science.  Electives: Students can choose from a range of electives such as art and physical education to enrich their learning experience.  Dual Enrollment: Through Columbia College and the Middle College program, students can earn college credits while in high school.  APEX Learning: Provides access to A-G coursework for CSU/UC eligibility and supports diverse learning needs.  Sonora High School Programs:  Pathways: Agricultural Sciences, Media Arts, Education, Computer Game Design.  VAPA: Band, Choir, Drama.  Additional Courses: Spanish, Psychology, Outdoor Adventure, Yearbook, Leadership.  The district continues to expand access by enhancing CTE, increasing dual enrollment, and offering diverse electives, ensuring every student benefits from a rigorous and inclusive educational experience.|Despite Sonora Union High School District’s broad educational offerings, several barriers limit equitable access for all students:  Skill Gaps: Many students enter high school below grade level, requiring significant support to succeed in advanced coursework.  Professional Development: Staff need more training in inclusive practices, trauma-informed approaches, and culturally responsive strategies to better support diverse learners.  MTSS Implementation: Greater training and consistent application of Multi-Tiered Systems of Support are essential to meet academic and behavioral needs.  Shifting Perspectives: Stereotypes about student potential in A-G and CTE courses must be challenged to ensure all students are encouraged to pursue rigorous pathways.  Student Motivation: Many students lack engagement and drive, impacting their success. Strategies are needed to foster greater investment in learning.  Engagement Strategies: Teachers need more tools to create interactive and relevant lessons that connect with all learners, especially those disengaged from traditional instruction.  Addressing these challenges through focused interventions and professional growth will strengthen access to a broad, inclusive course of study for every student.|Sonora Union High School District has implemented several initiatives to enhance educational access and equity:  Grants for CTE & Dual Enrollment: New funding supports expanded Career Technical Education and dual enrollment opportunities, helping students gain career skills and earn college credit.  Community Schools Grant at Cassina High: Provides wrap-around supports, including mental health services, academic tutoring, and family engagement to improve student outcomes.  Curriculum Changes: General Biology was replaced with College Prep Biology, and all general education courses in English, social science, and science were upgraded to college prep to ensure rigor and college readiness for all students.  Professional Development: Teachers receive training in Universal Design for Learning, trauma-informed practices, and culturally responsive strategies to better support diverse student needs.  MTSS Expansion: Increased training and implementation of Multi-Tiered Systems of Support ensure students receive timely academic and behavioral interventions.  Enhanced Student Support: At-risk students benefit from specialized academic counseling via the Learning Director, while the Student Support Center continues to provide structured behavior interventions.  These efforts reflect the district’s commitment to a comprehensive, inclusive, and supportive educational environment.|Met||2025-06-23|2025
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||2025-06-17|2025
55724050000000|Summerville Elementary|7|Summerville Elementary individually monitors all student enrollment in classes. Individual student monitoring is made possible because of the district's small size, and because of the individualized and personal ownership the staff takes over each student. Individual enrollment is cross-checked with the school’s student information system with administration and school counseling, intervention staff, foster youth liaison, homeless youth liaison, and the special education team|As a single school district, students have access to the appropriate classes and a broad course of study based on their learning needs, the intervention needs, developed by the intervention team and parents, the special education team as applicable, as per the recommendation of teachers, the foster and homeless liaison, and parent communication. All students are placed in classes that will support their learning needs. Students are progressed and promoted to other courses as skills progress. Intervention is offered to students through classroom push-in supports, pull-out supports, and after-school supports. Students have access to these services based on teacher recommendations, team recommendations, or expressed parent concern.|Summerville Elementary has no identified barriers to providing students with a broad course of study. A broad course of study is available to all students across the school.|Summerville Elementary has implemented an expansion of elective classes for middle school students, introducing additional student engagement classes offered during the elective period near the end of student's school day. Engagement courses 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||2025-06-18|2025
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, Health/Frosh Seminar) and two visual and performing arts options. All students regardless of ability level are served based on their 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||2025-06-25|2025
55724130112276|Gold Rush Home Study Charter|7|Gold Rush Charter School utilizes multiple locally selected tools and supports to ensure all students—across grade spans and including unduplicated student groups (Socioeconomically Disadvantaged, Foster Youth, Homeless, and English Learners) and students with exceptional needs—have equitable access to and are enrolled in a broad course of study. All GRCS sites implement Common Core-aligned curriculum, supplemented with additional instructional materials to support access for all learners. To address technology gaps, GRCS used CARES Act funding to provide 1:1 Chromebooks and internet hotspots, ensuring all students could engage with digital curriculum during and after COVID-19 disruptions. Hard-copy materials are also made available when more appropriate for students’ personalized learning plans. At the high school/independent study site, GRCS expanded access to postsecondary opportunities by offering college courses on campus, eliminating financial barriers through school-funded textbooks and free bus passes for students needing transportation. These measures are monitored through enrollment reports, course access tracking by subgroup, and individual learning plan reviews to ensure all students, including those with IEPs and from high-needs groups, are receiving a broad, standards-based curriculum.|Gold Rush Charter School (GRCS) uses individualized learning plans, enrollment reports, and curriculum access logs to monitor student participation in a broad course of study across all sites. Data indicate that all student groups—including unduplicated students (Socioeconomically Disadvantaged, Foster Youth, Homeless, and English Learners) and students with exceptional needs—have full access to and are enrolled in a broad, standards-aligned course of study. GRCS offers instruction in core academic subjects, the arts, career technical education (CTE), and college courses at the high school/independent study site. There are no identified disparities in access across school sites or student groups.  Over time, GRCS has expanded access by removing barriers such as cost and transportation. For example, college course enrollment has increased since GRCS began offering free on-site college classes, bus passes, and schoolfunded textbooks. All students have continued equitable access to digital and hard-copy curriculum post-COVID through 1:1 Chromebooks and hotspots. Personalized supports and materials ensure students in independent study or with specialized needs also access a full curriculum. GRCS continues to review data quarterly to monitor and ensure equitable course access for all learners.|While Gold Rush Charter School (GRCS) has made significant progress in ensuring all students have access to a broad course of study, several barriers remain that can impact consistent and equitable access for all student groups. One persistent challenge is geographic isolation, particularly for students in remote areas who rely on independent study or face limited access to in-person enrichment, elective, or lab-based courses. Although GRCS has mitigated this through online platforms and supplemental materials, hands-on experiences in some subjects remain limited.  Transportation also continues to be a barrier for some students, despite the provision of free bus passes. Limited public transit options in rural areas affect timely access to on-site programming, especially for high school and college coursework.  For students with exceptional needs, accessing specialized instructional support within the broader course of study can be complex, particularly in adapting CTE and college-level content to IEP goals. Additionally, staffing limitations—especially in specialized or elective subject areas—can limit the variety or depth of course offerings at smaller sites.  GRCS continues to address these challenges through flexible scheduling, partnerships for remote enrichment, continued investment in technology access, and the development of targeted supports for students requiring more individualized access to instruction.|In response to identified barriers, Gold Rush Charter School (GRCS) has implemented and plans to expand several actions to ensure all students continue to access a broad course of study. To address geographic and transportation challenges, GRCS is increasing the availability of virtual enrichment courses and online elective options, allowing students in remote or independent study settings to participate in a wider variety of subjects, including arts, STEM, and world languages.  To further support high-needs students, GRCS is enhancing personalized learning plans to better align course offerings with each student’s academic goals, interests, and postsecondary pathways. For students with IEPs, course materials and supports are being adapted to improve access to CTE and college-level coursework. Recognizing staffing limitations, especially in specialized content areas, GRCS is exploring part-time and shared instructional positions, and forming partnerships with local colleges and online providers to offer expanded course options. Additionally, GRCS will continue to provide school-funded transportation (bus passes) and free textbooks for all students enrolled in college courses, ensuring that cost and access do not hinder enrollment. These decisions reflect GRCS’s commitment to continuous improvement and equitable access to a broad, engaging course of study for all learners.|Met||2025-06-12|2025
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, Health/Frosh Seminar) and two visual and performing arts options. All students regardless of ability level are served based on their 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||2025-06-25|2025
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 continue in the coming school year.  We also offer visual and fine art instruction to all grades through the use 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 was adopted and impleemnted this past school year.  For the 2025-26 school year the LEA will implement Career Technical Education for our junior high students.|Met||2025-06-19|2025
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.|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 LEA faces several barriers to providing access to a broad course of study for all students, primarily due to significant teacher shortages, limited staffing, and a small student population. With an ADA of just 271 across three school sites, the district struggles to staff each grade and subject area adequately. At the elementary level, each grade is taught by a single teacher, and each high school operates with only five teachers. While the district has made strides to expand offerings—such as introducing a well-received music program at Tenaya, where all students now receive weekly instruction, and offering Spanish at the elementary level starting in 2022–23 with the support of a bilingual aide—course variety remains constrained. Although A-G requirements are met at the high school level, the breadth of available courses is limited by staffing capacity. To overcome these challenges, the district utilizes online courses to expand access to specialized subjects and student interest areas that cannot be staffed locally|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||2025-06-25|2025
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||2025-06-26|2025
56105610109900|Vista Real Charter High|7|Using the school's Student Information System (SIS) to gather course completion data, we monitored the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for the first three quarters of the 2024-25 school year. We examined participation in courses specified by Ed. Code 51220, including 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 data from the School Information System (SIS), students were enrolled in courses specified by Ed. Code 51220, including English, Mathematics, Social Science, Ethnic Studies, Career Technical Education, World Languages, Physical Education, Science, Visual and Performing Arts, Applied Arts, and Drivers' Education. Additionally, many students participated in intervention or support courses for English Language, reading, writing, and mathematics. These courses were delivered through various methods such as one-on-one instruction, small group instruction, and computer-assisted learning programs. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time.|Our program is designed to serve students through a personalized learning model, ensuring there are no barriers to accessing the curriculum. We provide curriculum access via independent study, small group instruction, or online learning. Students receive tailored interventions to address their learning gaps and are enrolled in the specific courses needed for graduation. Technology and tutoring support are readily available to assist students in their learning. Drivers' education and foreign language courses had the lowest enrollment. Foster youth and English learners had the lowest participation in foreign language, Driver’s Ed., intervention courses, and then Career Technical Education (CTE), which is likely due to their individualized academic plans. However, foreign language courses are accessible online. English learners are enrolled in English Intensive courses (for English Language Development). Additionally, students with exceptional needs showed strong participation in ELA intervention courses, but low in math.|We believe that students should engage in coursework that ensures their graduation and enhances their career readiness. We know that increasing math interventions is important to our students. Additionally, as part of LCAP Goal 2 - College and Career Readiness, we have prioritized participation in Career Technology Education (CTE). 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 individualized plans, and we have observed a steady increase in participation in CTE courses over the past few years.|Met||2025-05-28|2025
56105610112417|Ventura Charter School of Arts and Global Education|7|As a K-8 school, all students are enrolled in a broad course of study that includes PE, Arts, ELA, Mathematics, History, Science, STEM, and Social Justice/Civic Duty studies. In the Youth Truth parent survey, parents expressed an interest for Music and Sports.|K - 8 graders have art classes. K-8 graders have PE classes. K-4 graders have STEM. and 5-8 graders have drama. 5-8 graders have dedicated history and science courses while K-4 history and science are embedded in the language arts program. In the 24/25 school year we have offered an after school choir for 2nd - 6th graders and an afterschool makers space for all 6th-8th graders.|Availability of qualified certificated teachers has thwarted our efforts to offer music at VCS, although we will be adding a music class for 4th and 5th graders in the 25/26 school year. Lack of interest and funding has stopped us from providing a separate after-school sports program.|89% of parents believe their child is getting a high-quality education at this school. 86% of parents would recommend this school to parents seeking a school for their child.   1.  In all Grades K-8, VCS utilizes its SIS in order to track which students are enrolled. It also utilizes NWEA MAP Growth testing three times each year, which provides teachers with real-time data in order to collaborate on student learning. 2. The VCS Curriculum is California Common Core State Standards and NGSS aligned through project-based learning. In normal times, all K-8 students, including unduplicated and special education students, receive a broad course of study, including ELA, Math, Science, History, PE, Music, Art, and STEM. In addition, VCS utilizes a social-emotional curriculum that provides conflict resolution skills and instruction. Students learn valuable college and career readiness skills such as collaboration, innovation, creativity, flexibility, adaptability, self-direction, and leadership. Teachers are provided opportunities to enhance their understanding of how they can help students learn and thrive through structures designed to support professional development and collaboration. They have four hours each week to spend in grade-level teams and/or professional development. VCS has adopted the practices and principles of Expeditionary Learning, which engage students directly in their learning targets and assessment. Teachers also explicitly integrate growth mindset practices in|Met||2025-06-26|2025
56105610121756|BRIDGES Charter|7|The LEA annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|100% of students have access to, and are enrolled in, a broad course of study.|We have not identified any 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||2025-06-16|2025
56105610122713|River Oaks Academy|7|ROA utilizes the measures and tools below to 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.  - 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 and Parent Surveys and Feedback: Gathering input from students and parents 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.|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 ROA from providing access to a broad course of study for all students involves a thorough assessment of various factors. Below 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 through 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||2025-06-04|2025
56105616055974|Meadows Arts and Technology Elementary|7|As an elementary school of self-contained classrooms, all MATES students have access to a complete course of study in all areas of the California State Standards as reported by standards-based report cards. Additionally, students with exceptional needs such as the need for Special Education, Gifted and Talented Education, and English Language Development are provided appropriate services, accommodations, differentiated curriculum, and individualized learning plans.|Teachers successfully monitor all student progress and provide differentiated curriculum and instructional methods to meet the needs of all students. Students who are reported to need extra assistance in specific areas are provided additional academic support from the Response to Intervention Teachers.|All MATES students have access to a broad course of study.|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 lessons and physical activity.|Met||2025-05-19|2025
56724470000000|Briggs Elementary|7|The District creates a Master Schedule at the middle school level that offers courses in all core academic areas, as well as several different elective options for students.|Since we are a small school, all students have full access to a broad course of study.|Our staffing is somewhat limited due to us being a small district, so some course, like electives, may be limited in their offerings.|The District is working with our middle school teaching staff to help identify additional courses they may be qualified to teach.  This will help to broaden the courses available to student.s|Met||2025-06-05|2025
56724540000000|Fillmore Unified|7|Fillmore Unified School District (FUSD) uses data from its student information system, QSIS, to monitor student enrollment and access to a broad course of study across all grade spans. This system includes detailed course catalogs, class rosters, and master schedules aligned with board- and state-adopted curriculum standards. Each school site develops a master schedule that ensures all students, including unduplicated student groups and students with exceptional needs, have equitable access to a full range of academic and enrichment courses. FUSD regularly reviews enrollment data disaggregated by student group to ensure no student is excluded from any course offerings. For secondary students who are unable to fit required courses into their regular schedule, FUSD provides flexible options such as online learning and summer credit recovery programs. These alternatives ensure that all students can meet graduation requirements and pursue a well-rounded education. FUSD is committed to maintaining open access to all coursework and ensuring that no student is denied the opportunity to participate in any course available at their grade level.|Fillmore Unified School District (FUSD) is committed to ensuring that all students have access to, and are enrolled in, a broad course of study. Analysis of course enrollment data and student feedback has revealed differences in access based on school site and student needs, particularly at the secondary level. At Fillmore High School, students have access to a wide range of academic and elective courses, including dual enrollment opportunities through partnerships with local community colleges. These courses are available both online and outside the regular school day, expanding access for students seeking advanced coursework or college credit. Students at Sierra High School, the district’s alternative education program, follow a quarter system rather than a traditional semester schedule. This structure allows for more flexible credit recovery and GPA improvement opportunities. While the course offerings may differ from the comprehensive high school, Sierra High provides targeted academic pathways to support students in meeting graduation requirements. To address scheduling conflicts and ensure all students can complete required coursework, FUSD offers online courses and a summer credit recovery program. These options are particularly important for students with unique scheduling needs or those who require additional support to stay on track for graduation. Over time, FUSD has expanded access to these alternative pathways and continues to monitor enrollment trends.|Fillmore Unified School District (FUSD) has identified several barriers that may limit equitable access to a broad course of study for all students. Analysis of master schedules, student enrollment patterns, and subgroup data has highlighted specific challenges affecting English Learners, students with disabilities, and students needing academic intervention. At the secondary level, English Learners and students with learning disabilities often have schedules impacted by required support classes, which can limit their ability to enroll in elective courses of interest, such as AVID, music, art, athletics, or Career Technical Education (CTE) pathways. Additionally, structural constraints such as singleton course offerings and scheduling conflicts within the master schedule further restrict access to certain courses. Students with D/F grades may also face limited course selection due to the need for credit recovery, which often takes place during summer school or through additional courses during the academic year. These recovery needs can reduce flexibility in students’ schedules and limit their ability to explore enrichment opportunities. At the elementary level, students requiring reading intervention services receive support during the school day. To address potential instructional loss, FUSD has implemented a universal access schedule that ensures intervention does not interfere with core instruction, helping to preserve access to a well-rounded curriculum.|To ensure all students have equitable access to a broad course of study, Fillmore Unified School District (FUSD) has implemented a range of targeted initiatives and structural supports. These efforts are informed by ongoing analysis of student data, course enrollment patterns, and feedback from educational partners. FUSD is actively supporting teaching and learning through districtwide initiatives such as Professional Learning Communities (PLCs), Co-Teaching models, Reading Intervention, Social Emotional Learning (SEL), English Language Development (ELD) support, and math-focused programs like P3CC and On-Track 8th/9th Grade. Early literacy is also a priority, with expanded support for Universal Pre-Kindergarten (UPK) and Transitional Kindergarten (TK) programs. To increase access for English Learners, the district continues to prioritize reclassification efforts and provides AVID tutors and aides to support academic progress. Newcomer students receive case management support through collaboration between district and site staff. At the secondary level, FUSD has introduced zero-period PE, initial credit summer courses to create more flexibility in student schedules. These options help students access additional electives and enrichment opportunities. Students who are credit deficient can enroll in online courses during the school year or attend summer school to stay on track for graduation. FUSD is also expanding Career Technical Education (CTE) pathways and dual enrollment.|Met||2025-06-03|2025
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 broad 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 all students access to a broad course of study.|We will continue to monitor our locally selected measures to ensure access to a broad course of study for all students.|Met||2025-06-09|2025
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 2025-2026, Mesa will implement Advancement via Individual Determination (AVID) across content areas in grades TK-8 through a small school district 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||2025-06-12|2025
56724705630363|Golden Valley Charter|7|All Golden Valley Charter School (GVCS) students 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 from vendors 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||2025-06-18|2025
56725040000000|Mupu Elementary|7|Mupu Elementary School District has continued to expand and refine the locally selected measures used to track student access to a broad course of study. The district utilizes curriculum-based assessments, updated standards-based report cards, STAR Reading and Math assessments, ELPAC scores for English Learners, and CAST for science performance. These tools provide insight into student achievement across grade spans and student groups, including unduplicated pupils and students with exceptional needs.  Local data, combined with state assessment results, has shown growth among special education students in both ELA and Math, though performance remains below the overall student population. Hispanic students are performing on par with White students, indicating progress in closing subgroup gaps. However, English Learners, who represent approximately 15% of the student body, continue to underperform compared to other subgroups. A notable concern remains the number of EL students in middle grades who are not reclassifying, which limits their access to grade-level academic standards and broader coursework opportunities. This data is being used to inform targeted instructional strategies, the expansion of EL supports, and the development of interventions to ensure all students, especially those underperforming, have equitable access to a comprehensive and rigorous course of study.|As a single-site district, all Mupu Elementary School students have access to a broad course of study aligned with grade-level standards. All students, including those in unduplicated groups and students with exceptional needs, participate in core academic subjects as well as enrichment opportunities such as music, visual arts, and physical education.  While all students have access, data reveals performance disparities across student groups. Special education students have shown growth in both ELA and Math; however, their performance remains below that of the overall student population. Similarly, our English Learner (EL) subgroup, which comprises approximately 15% of the student body, continues to underperform. Nearly half of our EL students are either Long-Term English Learners (LTELs) or at risk of becoming LTELs, which limits their ability to fully access and engage with grade-level curriculum.  To address these gaps, the district offers after-school intervention programs and has implemented targeted supports and instructional materials for both special education and EL students, particularly in ELA and Math. While some progress has been noted, the district recognizes the continued need to strengthen supports for EL students to improve language proficiency, increase reclassification rates, and ensure equitable access to the full breadth of the curriculum. These efforts remain a focus under the district’s ongoing improvement strategies aligned with LCAP goals.|Mupu Elementary School District identified a key barrier to ensuring all students access a broad course of study: the lack of reliable local assessment data to accurately track progress toward grade-level standards. Prior to 2024-25, the district’s tools did not provide consistent or predictive data aligned with CAASPP, limiting the school’s ability to implement targeted interventions.  To address this, the district adopted the STAR computer-based assessment system for ELA and Math in 2024-25. Teachers gained familiarity with STAR and its reports over the first year of use. In 2025-26, the district will strengthen this practice by holding data chats between teachers and the administrator three times a year to analyze student growth and adjust supports as needed. Additionally, the district will begin sharing STAR Family Reports with parents after each assessment window to better inform families about their child's academic progress and growth.  By having a reliable local assessment system in place, the district aims to remove the data gap that has hindered efforts to fully support underperforming students, particularly English Learners and students with disabilities, ensuring all students can access and succeed in the full breadth of the curriculum. The district is also committed to improving communication with all parents about their children’s academic data to foster stronger partnerships in supporting student achievement.|Based on the data from our new local assessment system, Mupu Elementary School District will implement several actions in 2025-26 to ensure all students have access to a broad course of study. The district will conduct trimesterly data chats between the administrator and teachers to review STAR assessment results and develop individualized learning plans for students not yet meeting grade-level standards.  To support English Learners, targeted instruction was provided during the 2024-25 school year for students in grades 5-8, which contributed to an increase in reclassification percentages. This targeted instruction will continue in 2025-26, utilizing a newly adopted ELD curriculum designed to address student needs aligned with the ELPAC. The program will be expanded to include students in grades 3-8, providing broader support to help students build fluency, develop academic language, and successfully reclassify.  These actions, combined with ongoing progress monitoring and family communication, are designed to ensure that all students, particularly those underperforming, have the supports needed to access and succeed in a broad, standards-aligned curriculum.|Met||2025-06-18|2025
56725120000000|Ocean View|7|OVSD conducted a comprehensive analysis of all course offerings, master schedules, instructional programs, and corresponding student enrollment data. This analysis was disaggregated by grade spans (TK–8), unduplicated student groups (including English learners, foster youth, and socioeconomically disadvantaged students), and students with disabilities. The district used locally collected data from student information systems, enrollment reports, and program participation logs to examine the extent to which all students have access to, and are enrolled in, a broad course of study. This included core academic subjects as well as enrichment opportunities such as visual and performing arts, physical education, STEM, dual language immersion, and expanded learning 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. Art enrichment is provided at all elementary sites throughout the school year on a consistent schedule. The district will engage in the math curriculum adoption cycle in the 2025-26 school year.|Met||2025-06-24|2025
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||2025-06-18|2025
56725205630405|Valley Oak Charter|7|Valley Oak Charter utilizes multiple locally selected 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 across all grade spans. For students in grades K–8, access is tracked through instructional planning documents, curriculum orders, and work samples that reflect engagement in all required subject areas, including ELA, math, science, social studies, visual/performing arts, and physical education. For grades 6–12, Edgenuity Courseware is used to offer a broad range of online courses in core subjects and electives, including world languages, career exploration, and health.  i-Ready provides ongoing data on student access to and progress in math and reading and helps identify gaps in instructional access across groups. VOC also maintains a curriculum lending library and enrichment program sign-ups to monitor participation in hands-on learning opportunities, including arts, music, and science.  Weekly teacher meetings, Learning Log reviews, and internal tracking systems are used to verify that all students, including those with IEPs and those who are socioeconomically disadvantaged, are enrolled in a well-rounded program aligned to California content standards.|Valley Oak Charter has made steady progress in ensuring 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. Using locally selected tools such as i-Ready for K–8 and Edgenuity Courseware for grades 6–12, VOC is able to monitor student access to instruction in core subjects as well as electives, including world languages, health, and career exploration. These platforms allow for personalized pacing and academic support, ensuring that students can engage with content aligned to their grade level and learning needs.  The lending library continues to provide essential access to educational materials, particularly for families who opt for home-based instruction. Additionally, participation in enrichment programs—including art, music, environmental science, and physical education—is monitored to ensure broad course access beyond core academics.  No significant differences in access or enrollment have been identified across student groups or instructional settings. Progress over time has been marked by increased participation in supplemental and elective offerings, especially among socioeconomically disadvantaged students. VOC will continue to use surveys, learning logs, and instructional records to track and close any emerging gaps, maintaining a comprehensive and inclusive approach to education for all students.|Valley Oak Charter is committed to providing all students with access to a broad course of study, including A-G aligned courses for high school students through our online platform, Edgenuity. All students have access to Chromebooks and may borrow devices for home use, ensuring that technology is not a barrier to participation.  However, the most significant barrier VOC faces is our small school size and limited teaching staff, which impacts our ability to offer a wide range of in-person, advanced, or highly specialized courses—particularly at the high school level. This limitation affects our capacity to support students in areas such as AP coursework, lab-based science, and hands-on career technical education (CTE) pathways.  To address this, VOC partners with local community colleges to offer dual enrollment opportunities for high school students, expanding access to advanced academic and elective courses. While this partnership has helped bridge the gap, transportation, scheduling conflicts, and awareness of available options can still present challenges for some families.  VOC continues to explore additional partnerships and creative scheduling solutions to broaden course offerings and ensure all students, including those from unduplicated student groups and those with exceptional needs, have equitable access to a rich and diverse educational experience.|In response to the results of our locally selected measures, Valley Oak Charter is taking targeted steps to ensure all students—regardless of background or learning needs—have access to a broad and enriching course of study. To address limitations in advanced and specialized offerings due to small school size, VOC will continue to expand dual enrollment opportunities with local community colleges, providing students with access to college-level coursework in core subjects, electives, and CTE pathways.  Additionally, VOC is enhancing its Edgenuity course offerings by supporting students with more structured guidance and progress monitoring from staff to ensure successful completion of A-G aligned high school courses. Teachers and support staff will receive training to better assist students in navigating digital platforms, particularly those from underserved or exceptional student populations.  To strengthen enrichment access across all grade spans, VOC will partner with local artists, scientists, and professionals to offer on-site enrichment classes in the arts, sciences, and environmental education. We will also continue expanding our curriculum lending library, ensuring all students—including homeschool learners—can access high-quality materials in every subject.  By implementing these strategies, VOC aims to remove barriers and ensure every student engages in a well-rounded, standards-aligned course of study.|Met||2025-06-26|2025
56725380000000|Oxnard|7|To ensure all Oxnard School District students have access to and are enrolled in a broad course of study, the Educational Services Department uses several locally selected measures and tools. The department monitors master schedules across schools to verify appropriate course availability and collaborates with sites to ensure the curriculum meets the needs of diverse grade levels and student groups, including those with exceptional needs.  Educational Services also provides a content allocation plan for biliteracy programs, helping schools offer comprehensive, standards-aligned courses. Principals oversee daily teacher schedules and monitor implementation through classroom visits and benchmark assessments.  Additionally, the department conducts master schedule audits to review student enrollment and ensure availability of required courses, such as English Language Development (ELD). These audits identify gaps or discrepancies, supporting equitable access to a rich curriculum for all students.  Through these efforts, the district ensures every student has the opportunity to enroll in a diverse range of courses that foster academic growth and success.|Based on locally selected measures and tools, all students in the Oxnard School District have equitable access to and enrollment in a broad course of study across all schools. The district ensures consistency in master schedules that meet the diverse needs of its student population. Educational Services administrators work closely with schools to provide standards-based instruction in all content areas, including science, math, literacy, instructional technology, social studies, and the arts.  To support this, Teachers on Special Assignment (TOSAs) in key subjects collaborate with teachers to enhance instruction and ensure comprehensive access to the curriculum. The district’s 10 biliteracy programs and 2 strand programs integrate literacy standards with science and social studies, offering a robust educational experience.  Many schools feature specialized strands, electives, and clubs, allowing students to pursue their interests. The after-school program further enriches learning with activities in science, music, and the arts, expanding educational opportunities beyond the classroom.  Through these efforts, OSD remains committed to providing all students with access to a diverse, inclusive, and enriching course of study that supports academic success and personal growth across all grade levels and demographics.|Based on the district’s locally selected measures, the Oxnard School District has identified barriers limiting access to a broad course of study for some students, particularly English learners needing ELD support while wanting to participate in electives or middle school programs. To address this, the district implemented AVID Excel, which integrates ELD standards into elective courses, ensuring English learners receive language development alongside enriching academic experiences.  The district is also exploring options such as a zero-period or seven-period day to expand middle school access to both ELD and electives. These efforts reflect OSD’s broader commitment to promoting access and equity at all schools. Families are offered school and program choices, with transportation provided to reduce barriers.  To minimize disruptions to core instruction, intervention opportunities are prioritized before and after school, with targeted support for all learners, including unduplicated student groups. Enrichment activities after school and during summer further enhance learning and support academic growth.  Through these initiatives, OSD is dedicated to ensuring all students have equitable access to a comprehensive, enriching course of study in an inclusive environment where every student can thrive.|In response to its locally selected measures, the Oxnard School District has implemented strategic revisions to ensure equitable access to a broad course of study for all students. In collaboration with partner agencies, the district has strengthened its commitment to comprehensive education, including robust art and music offerings across all schools.  The district continues to refine master schedules to expand course offerings and promote heterogeneous groupings at the middle school level, fostering inclusive learning environments. Building on the success of AVID Excel, OSD has expanded academic opportunities and is exploring zero-period options to increase flexibility so students can meet core requirements while pursuing electives.  A review of scheduling practices ensures equitable access for specific student groups, including continued expansion of dual language programs into higher grades to promote bilingualism and biliteracy. Biliteracy pathway students may take the AP Spanish Language and Culture exam in 8th grade, preparing them for advanced coursework and recognizing their proficiency.  In 2025–26, OSD will explore dual enrollment opportunities for students to earn college credit while accessing high-quality electives. These efforts reflect the district’s dedication to continuous improvement, equity, and ensuring all students have the opportunities and support to thrive.|Met||2025-06-18|2025
56725460000000|Oxnard Union High|7|Oxnard Union High School District employs a multi-tiered system of tools and data-informed practices to ensure all students, including unduplicated student groups and students with exceptional needs, are enrolled in a broad and rigorous course of study. Core to this system are Synergy, our student information system, and Cardonex, our scheduling platform, both of which allow for real-time monitoring of student placement across A-G, Advanced Placement (AP), International Baccalaureate (IB), Career Technical Education (CTE), Visual and Performing Arts (VAPA), and dual enrollment courses. These tools are leveraged by academic counselors, case managers, and special program staff to ensure students, particularly English Learners (EL), Foster Youth (FY), Low-Income (LI) students, Students with Disabilities (SWD), and Homeless youth, are appropriately enrolled and supported. Our District Curriculum Committee, in partnership with Instructional Support Services, Special Education, and CTE departments, continuously reviews the master course list to maintain alignment with UCOP’s A-G course approval process, California Education Code §§51220 and 51225.3, and Board Policy 6146.1. These practices are supplemented by ongoing analysis of local and state performance data, including California School Dashboard metrics, interim academic assessments, and stakeholder input from YouthTruth, academic standards implementation surveys, and parent engagement feedback. Collectively, these measures ens|While all comprehensive high schools in OUHSD offer a broad and standards-aligned course of study, enrollment patterns reveal some variation across sites and student groups. Historically, schools serving higher percentages of English Learners and socioeconomically disadvantaged students report lower enrollment in AP, dual enrollment, and upper-level A-G courses. However, sustained attention to this disparity is beginning to yield measurable progress. Between the graduating classes of 2023 and 2024, A-G completion increased from 35.3% to 39.2%, and the percentage of students achieving both A-G and CTE pathway completion rose from 13.0% to 15.6%. This upward trend is supported by intentional district actions, including targeted advising, expanded access to CTE pathways, and strengthened dual enrollment programs. Moreover, the 2025 YouthTruth Survey indicated an increase in student perceptions of college and career readiness, suggesting that system-level shifts are translating into improved student experience. At the same time, gaps remain: students in high-need communities continue to face language and information access barriers, and lower levels of parent engagement, particularly in course selection and pathway planning, may limit student exposure to opportunities. Recognizing these differences, we are deepening site-based support systems and refining our outreach to ensure every student, regardless of school or circumstance, can fully participate in the district’s broad acad|OUHSD has not identified systemic or structural barriers that prevent students from accessing a broad course of study; all schools maintain comprehensive offerings that meet and exceed state requirements. However, our analysis of survey and performance data has brought to light several persistent equity challenges that act as barriers for individual students or subgroups. Key among these are gaps in information access, particularly for families who speak languages other than English, and inconsistent parent engagement in academic planning, both of which can affect student enrollment in advanced coursework. Moreover, the 2025 YouthTruth results suggest that some students, especially in schools with higher needs, perceive their learning environments as less academically challenging or inclusive, which may undermine participation in the full range of course offerings. These barriers are not necessarily logistical, but rather relational, perceptual, and informational, demanding responses that are both systemic and student-centered.|Oxnard Union High School District continues to refine and expand its efforts to ensure that all students have meaningful and equitable access to a broad course of study, as defined by the California Department of Education. A “broad course of study” encompasses a curriculum that spans multiple disciplines, ensuring students gain foundational knowledge across content areas, and is central to the intent of LCFF Priority 7, which addresses conditions of learning. Guided by this definition, and in alignment with our 2025–26 LCAP and recent stakeholder feedback, we are deepening our professional learning systems to emphasize differentiated instruction, culturally responsive pedagogy, and inclusive assessment practices that reflect the diverse needs of our student population. The district has increased the number of bilingual paraeducators to provide targeted support for students encountering language barriers, particularly English Learners and newcomers. Our family engagement strategies are being strengthened at high-need campuses, where outreach efforts now focus more deliberately on involving parents and guardians in course selection, A-G monitoring, and postsecondary planning. We are also continuing to develop new CTE pathways that reflect regional workforce demand and provide students with relevant, real-world learning opportunities. At the same time, our dual enrollment infrastructure is being expanded to allow more students, especially those from historically underserved bac|Met||2025-06-18|2025
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.  This allows CAPE to choose curriculum and make adjustments based on our unique student population.  CAPE is able to supplement quickly if teachers feel that there are any gaps or missing skill sets.|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.  CAPE will be hiring a full time math intervention coach to work along side our full time reading intervention coach for the 2025-2026 school year.|Met||2025-06-05|2025
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|7|The ACE Career Plan for all students|Full access to ACE's International Baccalaureate Career-related Studies programme.|Due to the school's small size, it is difficult to provide students the full scope of courses it would like to.|ACE Charter High School is small enough that our programs are offered 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.  In addition to offering the IBCP to all students, ACE stresses the value of Dual Enrollment at our local community colleges.    ACE's location outside of our direct community makes it difficult for all students to attend the school at the rate that we would like. In order to address these challenges, ACE focuses on community partnerships with organizations and our district partners.|Met||2025-06-23|2025
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. In the 24-25 school year, middle school-serving campuses developed processes for providing enrichment/extension or intervention time for students. These services were provided at least weekly.|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. For the 2025-26 school year, all elementary-serving campuses will offer transitional kindergarten. 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 2024-25 school year, PVSD completed the second year of a Spanish dual language immersion program on one of our TK-5 campuses. Additionally, the second year of a computer science immersion program was implemented at one of our TK-8 campuses.   As a result of AMS (Arts and Music in Schools) funding, student access to the arts increased significantly on elementary and middle school campuses.  Middle school students have access to a wide array of exploratory offerings ranging from STEM opportunities to focused leadership electives. In the 2024-25 school year, middle schools implemented an intervention and enrichment structure. This intervention structure provides students with the opportunity to receive targeted support while not having to forgo an exploratory class in their schedule.   Some Career Technical Education (CTE) offerings are provided at middle school-serving campuses, and this access, particularly in robotics, will increase through the partnership with the Naval Base Ventura County. One comprehensive middle|At the TK-8 campuses, due to smaller middle schools, there are more limited options for exploratory and electives within the master schedule. Additionally, honors classes at the TK-8s are limited to mathematics offerings.  At the middle school level, students with disabilities sometimes are assigned to a Directed Studies course per their individualized education plans. This can impact access to exploratory and elective courses for students.|Reallocating current resources to better support early elementary students with disabilities at their neighborhood school through the expanding learning center model is anticipated to positively impact access to a broader course of study in middle school.  The enrichment/ intervention structure at middle school provides additional exploration and elective engagement for all students.  TK-8 schools will require additional planning to ensure creativity in exploratory options|Met||2025-06-19|2025
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 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 who have limited or no internet access are given a hotspot.|1. Peak uses a variety of checkpoints to ensure students have access to the course of study. We use attendance and log in reports, Homeroom teacher check-ins, annual surveys, Sped Team, Counselors, and we have a McKinney Vento Liaison.   2. All students have access to the full curriculum and supplemental resources.  3. We do have some students who 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||2025-05-01|2025
56725536120620|University Preparation Charter School at CSU Channel Islands|7|Grades K-5 – students are clustered with a core teacher who 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|When examining our SIS for middle school scheduling, one of the challenges is that a student may have needs that require multiple specialized programs, such as ELD and special education resource classes. Due to the limitations of the instructional day, these students are sometimes unable to take a foreign language. However, they are still able to access art, music, technology courses, and other electives. 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||2025-06-24|2025
56725610000000|Rio Elementary|7|Rio School District has expanded the program of study for all students and monitors implementation through the annual LCAP review process, enrollment rosters, report cards and attendance.  1) Monitoring a full implementation of a Dual Immersion school K-8 where students in 8th grade have the option to take the Advanced Placement Spanish and Culture exam and the CA Spanish Assessment. The Rio School District has also started a new Dual Immersion School, based on parent request, to help support the need for multi-language supports.  2) The LEA is in full implementation of a STEAM Academy School where students are engaged in daily STEAM activities along with CTE options for 6th-8th grade students.  3) The LEA provides art and music classes at all sites.  4) The LEA provides a robust summer school academy along with a Saturday language academy to support English Learners.  5) The LEA provides an extended day program for all students, including students with exceptional needs at all sites. 6) The LEA provides garden and nutrition learning and outdoor learning experiences at all school sites. This provides rich experiences where students can build oral and academic language foundations upon.|Rio School District provides access to a  broad course of study for all students at all sites. Art, Music, GATE, Garden and Nutrition, STEAM classes (including media, coding, and technology), and after-school programming are available at all 9 sites in the Rio School District.  The master schedule is one of the tools to monitor student enrollment at sites while attendance and grades are used to monitor access and participation of programming. 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.  In order to improve access to our English Learner students, teachers and our TOSA team are developing ELD STEAM units of study aligned with the ELD, NGSS and arts frameworks.|Rio School District continues to see steady enrollment in the various courses offered. Prior to COVID chronic absenteeism was significantly lower, assessment results show that student achievement had increased over the previous 4 years and more than 80% of students and parents reported as being happy with the educational programming.  As we returned to in-person instruction, a clear barrier caused by chronic absenteeism has caused students to miss academic instruction. In addition to a higher-than-usual absence rate, there is an increase in social and emotional needs that need to be addressed in order to support the development of pro-social behaviors on school campuses. Due to chronic absenteeism, it results in lower school connectedness and lower engagement and success in academic instruction. To help support the need to accelerate learning and address chronic absenteeism, the Rio School District supplements core academic programming with expanded learning opportunities and other course offerings in highly engaging areas such as art, dance, music, cooking, gardening and outdoor education in addition to supporting effective instructional strategies during the school day.|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.  In order to improve access to our English Learner students, teachers and our TOSA team are developing ELD STEAM units of study aligned with the ELD, NGSS and arts frameworks. These units will support a more engaging course of study with cross cutting practices to support improved learning experiences.|Met||2025-06-25|2025
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||2025-06-18|2025
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 and our English language learners. Too many students are pulled out for special services, as opposed to providing such services in the general education setting.|We are providing 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||2025-06-24|2025
56726110000000|Somis Union|7|We use a combination of our student information system, course enrollment reports, master schedule reviews (grades 6-8), and parent feedback to monitor and ensure that all students are enrolled in a broad course of study as defined by California Education Code. Our  Student Information System (SIS) Data Reports provides individual and group-level course enrollment by grade span (TK–5, 6–8).  It also provides disaggregated reports by student group, including English learners, foster youth, low-income students, and students with disabilities.  This enables staff to analyze enrollment trends in core academic subjects, electives, visual and performing arts, physical education, CTE, world languages, and advanced coursework.|We are a single site school district where all students have access to a broad course of study.|None.|We will continue to maintain an accurate and current Student Information System (SIS) to ensure all students have access to a broad course of study.|Met||2025-06-05|2025
56726520000000|Ventura Unified|7|VUSD analyzes|Despite declining enrollment and the impact it has on secondary master schedules, VUSD has preserved and, in some cases, even increased course and program offerings (e.g., Middle School Math Acceleration, Co-Teaching for SWD's increased access to Gen Ed settings, etc.) This has largely been a result of Prop 28 funding and the expansion of Dual Enrollment access during summer school and during the school year. VUSD tracks student group participation in AP/Honors and Dual Enrollment courses, all of which show an increase in access and a decrease in student group differential access rates.|None at this time other than pressures on master schedules due to declining enrollment.|For Prop 28 funded Arts programming, VUSD has an annual planning tool and procedure. For secondary master scheduling, VUSD has implemented a district monitoring system and protocol to support sites in decision-making related to preserving breadth of course of study.|Met||2025-06-24|2025
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 six elementary schools with an academy or special focus. 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/homeschool 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 sixth 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 96% 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. 56.3% 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 94.8%. 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, 56% 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.|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. The implementation of UDL supports addressing Least Restrictive Environment (LRE) and implementing differentiation strategies in every classroom for all students.|Met||2025-06-18|2025
56738740000000|Oak Park Unified|7|OPUSD uses multiple data sources to monitor access to a broad course of study across grade spans and student groups. Locally selected measures include site master schedules, course requests, class rosters, and Aequitas (Q; student information system). The district reviews CAASPP, CAST, and ELPAC results, disaggregated by student group, to ensure equitable access to instruction aligned with state standards. FastBridge data for TK–2 is used to assess early literacy and numeracy skill development. D/F rates are monitored and disaggregated by student groups to identify academic barriers. Annual reviews include Math Placement data, A–G completion rates, Advanced Placement (AP) enrollment and pass rates, GATE identification by student group, graduation rates, and Least Restrictive Environment (LRE) data to ensure Students with Disabilities are served in inclusive settings. The CA School Dashboard and DataQuest provide additional tools to monitor access and outcomes across student groups. An appeals process is available for families requesting course placement changes, ensuring transparency and equity in course access.|All students in OPUSD have access to, and are enrolled in, a broad course of study. Master schedules and site calendars confirm that students at all traditional elementary schools and our independent study program have access to core academic subjects, music, art, MTSS supports, and content-aligned field trips. At the middle school level, students at both the comprehensive and independent study schools access a wide range of electives and standards-based instruction. High school students at our comprehensive, independent study, and continuation schools are enrolled in a full course of study that includes core subjects, A–G coursework, Career Technical Education (CTE), visual and performing arts, and AP classes. Students with disabilities are fully included across all grade spans, with co-taught sections available at the secondary level to support access. Least Restrictive Environment (LRE) data confirms inclusive placement practices. In 2023–24, the district’s graduation rate was 97.7%, with a 99% graduation rate for socioeconomically disadvantaged students. Although Dashboard data for English Learners, Students with Disabilities, Foster Youth, and Homeless students was not reported due to small sample sizes, site-level data is regularly monitored to ensure equitable access across student groups and schools.|Based on locally selected measures, OPUSD has not identified systemic barriers preventing student access to a broad course of study. However, limited LCFF base funding constrains the district’s ability to expand course offerings in grades 9–12 through additional staffing. OPUSD will continue to strengthen access by regularly reviewing disaggregated data to ensure that all student groups are equitably represented and supported across the full range of available courses.|In response to review of access data and educational partner feedback, OPUSD has continued to implement actions that expand and support a broad course of study for all students. For 2025-26, Oak Park High School has modified its master schedule to embed an additional support day, ensuring all students have access to small group intervention, reteaching, and targeted academic support without impacting access to elective courses. At Medea Creek Middle School, the number of Homework Club stipends was increased to ensure more consistent academic support, particularly for English Learners and Low Income students. To improve access for Long Term English Learners (LTEL), the district expanded the use of Ellevation and developed individualized learning plans aligned to both academic and language development goals. In the area of mathematics, OPUSD will implement an Algebra I co-teaching model with provided summer articulation and planning time for teachers to improve alignment and support for diverse learners. In addition, OPUSD has established a new partnership with CSU Channel Islands to offer a dual enrollment advanced math course during the school day in 2025-26. This course is designed to increase college credit opportunities and broaden access to rigorous coursework. District and site leaders also continued to review course prerequisites and placement procedures in order to remove barriers and ensure that students are not disproportionately excluded from advanced coursework or|Met||2025-06-17|2025
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) 2023-24 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, zero and 7th-period courses are offered to mitigate this potential issue. 2023-24 CA DataQuest data shows an overall graduation rate of 94.7%, which is higher than the CA statewide graduation rate. The graduation rates for individual student populations are SED- 93.9%, SWD 92%, and EL- 78.3%. We are very proud to have a significant increase in every student group’s graduation rate. MUSD’s A-G completion rate is 42.2%. 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||2025-06-18|2025
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 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 of home use.|Met||2025-06-10|2025
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 6-12, additional periods were added to the master schedule to give students with impacted schedules increased access to electives and at SPHS, the ELD 3 class was granted UC A-G English approval.  The district will continue to review and monitor all instructional schedules on a regular basis across all schools.|Currently, all of our students have access to a broad course of study.|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||2025-06-25|2025
57105790000000|Yolo County Office of Education|7|Annually under the Williams Act, YCOE ensures that all students have access to, and enrolled in a broad course of study. The upcoming WASC self-study highlighted this effort as well.  The Yolo County Office of Education (YCOE) uses a variety of locally selected tools to track student access to a broad course of study across grade spans and student groups, including unduplicated pupils and students with disabilities. All students at Cesar Chavez Community School and Dan Jacobs School have access to standards-aligned instruction in ELA, math, science, and social studies, supplemented with Edgenuity to offer a comprehensive range of courses similar to those in comprehensive high schools. Programs like the Yolo County Career Program (YCCP), the Chavez Extension Program (CEP), and dual enrollment with Woodland Community College expand options for older and credit-deficient students. Access for English learners and students with disabilities is monitored through Individual Learning Plans (ILPs) and IEPs, respectively. YCOE also uses local tools such as Renaissance STAR assessments, credit attainment data, and student perception surveys to monitor course access and outcomes, especially for small subgroups not reported on the state dashboard. All services are designed to ensure equity and alignment with student needs.|Annually under the Williams Act, YCOE ensures that all students have access to, and enrolled in a broad course of study. The upcoming WASC self-study will highlighted this effort as well.  All students enrolled in YCOE programs, including Cesar Chavez Community School (CCCS) and Dan Jacobs School, have full access to a broad course of study that includes ELA, math, science, and history/social science. This access is ensured through standards-aligned materials and is supplemented by using now Study.com to offer a comprehensive selection of aligned courses. Access is consistent across sites; however, CCCS offers expanded options such as dual enrollment, CTE pathways (e.g., YCCP), and independent study (CEP), which are not available at Dan Jacobs due to its detention center setting. All unduplicated students and students with disabilities have equitable access, supported through ILPs and IEPs. Renaissance STAR testing, credit attainment data, and enrollment tracking are used to monitor access and progress. CCCSCesar Chavez Community School has shown growth, with 52% of students earning 9+ credits per quarter (up from 32%) and an increase in credit attainment and course completion, reflecting improved access over time.|All students are provided access to a broad course of study, but barriers to full success include student credit deficiencies upon enrollment, especially at CCCS, which limit time for enrichment or elective courses. Independent Study and Chavez Extension students have reduced access to hands-on learning and collaborative experiences. At Dan Jacobs School, the detention setting restricts access to CTE and enrichment programs available at CCCS. While Edgenuity and now Study.com expand course options, concerns about student engagement and alignment to interests have been noted. Staffing and leadership turnover has disrupted sustained implementation of academic programs, and the lack of formally adopted curriculum in some areas further impacts instructional quality. Additionally, data suppression on the CA Dashboard limits the LEA’s ability to identify and respond to disparities using statewide comparisons.|YCOE also has added dual enrollment opportunities, and expanded CTE through YCCP. To address instructional gaps, the LEA renewed the Renaissance STAR assessment contract and committed to quarterly testing and data analysis. Staff will receive professional development in Universal Design for Learning and Integrated ELD to support diverse learners. These actions aim to close access gaps across student groups and programs while increasing credit attainment, engagement, and postsecondary readiness. In addition, teachers with support from the Administration create an Individualized Learning Plan (ILP) that includes access to a broad course of study and is tailored to the needs of each student to ensure that all students are on a graduation pathway. This transcript audit and ILP are reviewed every six weeks at a minimum. All students have access to and are enrolled in a broad course of study which places them on track to graduate with a WASC accredited diploma. There are no differences in access or enrollment as a result of a student's unduplicated status or school of attendance. All students have access to a broad course of study through the online platform Edgenuity and now Study.com as well as students in Yolo County Career Program (YCCP) have the opportunity to earn CTE credits through the career pathway.|Met||2025-06-24|2025
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 always-expanding before/after school program, which includes tutoring, clubs such as STEM and cooking club, art clubs, active outdoor games, E-Sports, sports such as soccer, martial arts, 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 2025-26.|Met||2025-06-17|2025
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||2025-06-18|2025
57726780119578|Da Vinci Charter Academy|7|As a small school, Da Vinci Charter Academy designs its course offerings to maximize opportunities for students to meet graduation requirements, achieve A–G eligibility, and engage in rigorous, relevant coursework. To ensure access to a broad course of study, DVCA actively monitors student progress toward graduation and A–G completion. All high school students develop a personalized four-year plan with the goal of achieving A–G eligibility. Counselors work closely with students and families to ensure that all students in grades 9–12 have access to a wide range of academic opportunities. In grades 7–8, students follow a prescribed course sequence that guarantees exposure to a broad curriculum and progression through the program’s core requirements. Each year, counselors conduct program planning meetings that include transcript reviews and, when necessary, schedule meetings with families to discuss course adjustments. Course request forms are reviewed and approved by students, counselors, and parents/guardians to ensure alignment with each student’s academic and personal goals. As an inclusive school, DVCA ensures that the IEP process includes close collaboration between the Counseling Department and Special Education team. This partnership helps maximize student access to general education courses while meeting the goals and requirements of each student's IEP. To assess access to a broad course of study, DVCA uses a locally developed Broad Course of Study Tool, which provides|Da Vinci students in grades 7–8 have the opportunity to co-enroll in courses at Emerson Junior High, with limited additional options available at Davis Senior High School. This arrangement allows students to access music, art, and world language courses that are not currently offered at Da Vinci Junior High. Students in grades 9–12 have the option to co-enroll in up to two courses at Davis Senior High School, giving them access to a broader range of academic and elective courses. In addition, Da Vinci high school students may choose to take courses at Sacramento City College for college credit and further academic enrichment. To support the academic success of students receiving Special Education services, all courses—whether at DVCA or through co-enrollment—are modified or supported based on individual student needs as outlined in their IEPs. The combination of DVCA's internal course offerings and co-enrollment opportunities creates a rich and diverse academic program. Using the DVCA Broad Course of Study Tool, the school has identified a gap in access to elective courses—particularly Visual and Performing Arts (VAPA)—for students in grades 7–8. In response, DVCA is expanding internal opportunities for art and creative expression beginning in the 2024–25 school year. DVCA also recognized limited access to Career Technical Education (CTE) courses for its students. To address this, the school has begun leveraging master scheduling strategies and increasing staffing to expand C|Overall, DVCA does not observe significant barriers to course access for its students, including across subgroups. Students have ample opportunities to enroll in courses that fulfill graduation requirements, meet A–G eligibility, and reflect a variety of academic interests. However, DVCA has identified some limitations for students in grades 7–8. Specifically, all students in these grades are required to take an introductory course titled Research and Communications, which reduces the number of available periods for elective coursework. As a result, access to a broader range of electives is somewhat restricted at the junior high level. Since the integration of 9th graders into the high school campus in the 2022–23 school year, DVCA anticipates expanded access to electives and Career Technical Education (CTE) opportunities. These changes are expected to be reflected in future data. The addition of 9th grade also led to an increase in high school enrollment, which has prompted a corresponding increase in staffing, course offerings, and overall course access. This marked the beginning of a positive trend in expanding elective options for students. In the 2023–24 school year, 37% of the DVHS student population participated in CTE coursework—an encouraging sign of growing engagement in diverse curricular pathways. With a branching out within the Digital Arts Pathway and the addition of a new course,  DVCA CTE pathways in 2024-25 participation grew to 46%.|DVCA has made meaningful progress in expanding access to Career Technical Education (CTE) courses. Da Vinci High School (grades 9–12) has developed two CTE pathways: the Information and Communication Technologies (ICT) Pathway and the Arts, Media, and Entertainment (AME) Pathway. Together, these pathways currently offer six CTE courses. Course offerings were strategically refined to increase student access across multiple pathways, boost the number of CTE completers, and lay the groundwork for future expansion. At Da Vinci Junior High, foundational CTE coursework is offered through Computer Science. All CTE instructors are fully credentialed, and all courses are board-approved. As of the 2022–23 school year, DVCA secured additional key facilities to support CTE programs, including the development of a recording studio to support the launch of a Digital Sound Design pathway, which is set to be fully implemented in the 2025–26 school year. These three pathways significantly strengthen DVCA’s career preparation programming and diversify the curriculum available to students. While DVCA does not observe disparities in course access for Unduplicated or Special Education students, it has identified lower A–G eligibility rates among these subgroups. Addressing this gap is a continued priority. To promote greater access and enrollment, DVCA counselors will meet individually with Unduplicated and Special Education students and their families during spring course planning to ensure they|Met||2025-06-18|2025
57726860000000|Esparto Unified|7|EUSD annually provides a sufficiency report to the school board to ensure there is access to curriculum and materials for all students for each school year. The district utilizes a Student Information System (SIS) to verify how many students are are enrolled in courses bases on schools, grade spans, unduplicated student groups and individuals with exceptional needs.|EUSD is a small rural school district. Students have  access 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 in the courses. The goal is to always provide access to any student who would like to pursue a class, regardless of ethnicity or ability. 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 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 secondary students to ensure access to all courses.|Met||2025-06-11|2025
57726940000000|Washington Unified|7|Washington Unified School District (WUSD) uses a variety of locally selected tools and systems to monitor access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs. At the TK–5 grade span, all students are enrolled in core content areas aligned with state standards, including English Language Arts (ELA), Mathematics, Social Science, and Science. In addition, all students, including English Learners and students with exceptional needs, have access to Visual and Performing Arts (VAPA), Physical Education (PE), and Designated English Language Development (ELD). Teachers have also received training in Integrated ELD strategies to ensure support for English Learners across content areas. WUSD has VAPA and PE programs that serve all elementary students. At the 6–8 and 9–12 grade spans, WUSD uses the master scheduling process as a key tool to monitor and ensure access to a broad course of study. The scheduling system is reviewed annually to confirm that all students have equitable access to a range of electives and programs. This includes Career Technical Education, Advanced Placement, Visual and Performing Arts, and AVID. These offerings are open and accessible to all student groups, removing barriers and supporting diverse post-secondary goals. WUSD also uses data analysis of course enrollment patterns, grade-level offerings, and subgroup participation to identify and address any disparities in access.|All students across Washington Unified School District have access to, and are enrolled in, a broad course of study across all grade spans. This includes core academic subjects: English Language Arts, Mathematics, Social Science, and Science, Physical Education, Visual and Performing Arts, Career Technical Education, Advanced Placement, AVID, and English Language Development. WUSD is committed to providing equitable educational opportunities for all student groups, including English Learners, foster youth, students with disabilities, and socioeconomically disadvantaged students. Through the use of locally selected tools such as the master schedule review process, course enrollment data, and site-level Single Plans for Student Achievement (SPSAs), the district monitors and ensures access for all students. Site-level course offerings are tailored to the needs and strengths of each school. For example, Elkhorn Elementary offers a Dual Immersion program, providing students with a bilingual, biliterate education pathway. Other schools may offer additional electives or enrichment opportunities that reflect community needs and interests. While most school sites offer consistent access to a broad course of study, there may be some variations in course availability depending on enrollment, staffing, and site-specific programs. The district continues to work toward greater alignment across sites to ensure that all students have similar access regardless of what school they attend.|Washington Unified School District (WUSD) recognizes that while all students have access to a broad course of study, there remain systemic barriers that can prevent equitable participation and success.  Key barriers include: -Disparities in academic preparation and achievement, especially among English Learners, students with disabilities, and low-income students, which may limit their readiness for more rigorous or elective courses. -Inconsistent availability of specialized programs and electives across school sites due to staffing, funding, or enrollment challenges. -A need for more targeted professional learning to support inclusive practices, differentiated instruction, and culturally responsive teaching that ensures access for all learners. -Limited personnel, including counselors, intervention staff, and specialists, to support individualized academic pathways and remove structural barriers for students with exceptional needs. WUSD continues to leverage data, educational partner feedback, and site-based planning to ensure that all students can meaningfully access and succeed in a comprehensive, inclusive course of study.|Washington Unified School District (WUSD) is committed to ensuring all students have equitable access to a broad course of study. In response to local measures and identified barriers, WUSD has taken several key steps to improve access and accelerate student progress, particularly for historically underserved student groups.  During the 2024–25 school year, WUSD reexamined and refined its systems of support. In grades 6–8, balancing core academic support with access to electives remains a critical challenge.  To support this, WUSD implemented the following: -Strengthened implementation of Multi-Tiered Systems of Support (MTSS), with each school maintaining an MTSS team that meets regularly to assess student progress using formative and summative data, teacher input, and observational evidence. These teams identify gaps in learning and develop individualized support plans to accelerate student progress without narrowing course access. -Data-driven decision-making to ensure that scheduling, placement, and intervention practices do not unintentionally limit participation in electives such as Visual and Performing Arts (VAPA), Career Technical Education (CTE), or Advanced Placement (AP) courses. -Ongoing professional learning focused on inclusive instruction, differentiated support, and culturally responsive practices to ensure all students can access and succeed in a broad and rigorous curriculum. Looking ahead to the 2025–26 school year, WUSD will continue to prioritize MTSS.|Met||2025-06-26|2025
57726940124875|Sacramento Valley Charter|7|Sacramento Valley Charter School uses a variety of tools to ensure all students—including unduplicated pupils and individuals with exceptional needs—have access to a broad course of study. These include Schoolwise SIS for enrollment and scheduling data, ThinkCentral and Flocabulary for curriculum tracking, and Exact Path (Edmentum) for personalized learning and intervention. We also monitor services and supports for targeted student groups through classroom visits, one-on-one teacher meetings, assessment data, and formal intervention plans.  For grades 1–8, we ensure access to core subjects (ELA, Math, Science, Social Studies, Punjabi) and enrichment in Visual Arts and PE. We also ensure that intervention services do not limit access to academic or enrichment offerings. ELPAC, CAASPP, and internal benchmarks help inform placement and support needs.  In 2024–25, SVCS budgeted $2,295,961 for high-needs student services and actually spent $2,938,912—exceeding the budget by $642,951 to meet student needs and expand equitable access to a broad, engaging curriculum.|Using tools such as Schoolwise, instructional minutes, class rosters, and curriculum tracking systems like ThinkCentral, Flocabulary, and Edmentum, Sacramento Valley Charter School has confirmed that all students in grades 1–8 have consistent access to a broad course of study. This includes ELA, Math, Science, Social Studies, Punjabi, Music, PE, and enrichment offerings. All students, including unduplicated pupils and those with exceptional needs, are enrolled in these subjects during the regular instructional day.  IEP data and intervention plans are reviewed regularly to ensure students receiving support services are not excluded from core or enrichment courses. No significant differences were identified between student groups in access to courses, and as SVCS operates a single-site TK–8 campus, there are no disparities across sites.  Over the past three years, SVCS has increased offerings in visual and performing arts, language instruction, and academic interventions—particularly for unduplicated students. As a result, access and enrollment in a broad course of study has steadily improved, supporting student engagement and equitable academic opportunities across all grade levels.|While SVCS has made significant progress in ensuring access to a broad course of study for all students, several barriers persist. One primary challenge is the need for dedicated instructional spaces. As enrollment grows, classroom space is prioritized for core instruction, limiting the ability to host rotating enrichment programs or simultaneous intervention groups. Coordinating services for unduplicated students and those with exceptional needs without disrupting access to enrichment requires ongoing collaboration and scheduling adjustments. Technology access has improved, but equity concerns remain when digital tools are assigned for use outside school hours. Chronic absenteeism among specific student groups affects consistent access to instruction and enrichment. Additionally, limited parent partnership—especially in reinforcing the importance of full instructional engagement—and increased social-emotional needs among students continue to impact learning and participation across the curriculum.  SVCS is actively exploring facility modifications, staff expansion, family outreach, and increased wellness supports to reduce these barriers and promote equitable access to a well-rounded education for all learners.|In response to identified barriers, SVCS has taken several steps to strengthen access to a broad course of study. For the 24–25 school year, we have increased investment in staffing by expanding enrichment programs, including incorporating Music into the regular instructional day and offering an after-school theatrical production to provide creative outlets for students. To address space limitations, SVCS is exploring temporary modular classroom solutions and improving the scheduling of shared spaces such as the MPR and cafeteria to support enrichment rotations and small group interventions. Our administrative team is refining the master schedule to better integrate intervention blocks and support middle school period rotations, improving access across grade levels.  Additionally, we are increasing liaison outreach to educate and encourage families to send students to school daily and support safe, stable home environments. This work aims to reduce chronic absenteeism and address issues like bullying, lack of focus, and low self-esteem—barriers that directly impact access to a broad, equitable education.|Met||2025-06-26|2025
57726940131706|River Charter Schools Lighthouse Charter|7|River Charter Schools tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.|All River Charter Schools students are enrolled in a broad course of studies, including Art, Music, and Physical Education.|No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the River Charter Schools.|We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities, have equal opportunities to access a broad course of study and meet standards for Priority 7.|Met||2025-06-26|2025
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 2025-26 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.|Met||2025-06-26|2025
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, Math, Social Sciences, Science, VAPA, Health, and PE. Core subjects and PE are taught by homeroom teachers, while music is taught weekly by a credentialed music teacher, and STEAM classes are provided weekly by a multiple-subject teacher.  In grades 6–12, all students, including English Learners and students with disabilities, are enrolled in English, Math, Science, Social Sciences, and PE, with access to VAPA, Applied Arts, and Spanish Language electives. All English Learners are provided access to both Common Core and ELD standards.  Beginning in 2025–26, music, visual art, and performing arts offerings will expand with Prop 28 funding. Additionally, all WHS 9th graders will take new semester-long courses in Ethnic Studies and Personal Finance to meet state graduation requirements. College and Career Access Pathways (CCAP) with Woodland Community College have expanded CTE and dual enrollment opportunities in Agriculture, Culinary Arts, and Engineering Technology. A new Early Childhood Education CTE pathway will also launch in 2025–26.|At both WMS and WHS, English Learners are required to take a designated ELD elective which diminishes their access to choice electives. In the mathematics course of study, WHS students must initiate their math education in Integrated Math II during ninth grade, circumventing Integrated Math I, if they wish to pursue the most rigorous fourth year course offering, AP Calculus. Further, students at  Wolfskill CRA have limited access to dually enrolled coursework, impacting their ability to acquire collegiate credit at the high school level.|Both WMS and WHS implement a “Flex” or  “What I Need Now” (WINN) schedule, to enable flexible intervention groupings and enhance enrichment opportunities for English Learners and students with disabilities. Staff continue to utilize data to inform annual revisions to this differentiated learning time.   Additionally, in 2025-2026, the District will form a Secondary Cross-Disciplinary Dually Identified Student Inquiry Team to make classroom observations, analyze data, and conduct case studies of dually identified students and LTELs. The Committee will surface trends, strengths, and barriers in current instructional practices and develop a professional learning plan designed to support educators and improve outcomes for English Learners and Students with Disabilities.   All middle and high school math teachers have completed initial Math Framework training and will participate in a vertical Community of Practice facilitated by the UC Davis Math Project to re-envision the secondary Math pathway, with a priority to increase student access to rigorous coursework.  The WHS/Wolfskill CRA administration and Wolfskill instructional team will collaborate to promote flexible scheduling that improves Wolfskill student access to dual enrollment offerings.|Met||2025-06-26|2025
57727020139436|Compass Charter School of Yolo|7|Compass Charter Schools ensures all scholars are enrolled in grade-level courses and have access to a broad course of study. High school counselors use graduation pathway planning tools to support individualized graduation plans. Personalized learning plans are created by supervising teachers, and course options are linked to our student information system. Scholars access online coursework through Accelerate Education, while English Learners benefit from Lexia ELD courses, supporting language development and access to the full curriculum. Scholars with exceptional needs receive supplemental supports via ClassLink to ensure full participation. We conduct regular self-audits to verify that course enrollment aligns with Master Agreements. Our expanded MTSS tutoring and outreach to unduplicated scholar groups help remove barriers to access. High schoolers also have opportunities for Accelerated Course Options and concurrent enrollment. Modified curricula are provided for scholars with IEPs when needed. Attendance at live learning sessions is collected to monitor engagement, and community providers are vetted through a rigorous process. Annual surveys inform ongoing improvements.|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||2025-06-21|2025
57727100000000|Woodland Joint Unified|7|The district worked with a consultant to conduct a comprehensive equity review, which included interviews, site visits of each of the district's schools, classroom observations in 218 classrooms across grade levels and subjects, focus groups with 130 individuals, including school administrators, students, counselors, support staff, and teachers. There were four virtual focus groups in both English and Spanish with 76 parents and caregivers of students across all grade levels. The review also included a community conversation with 20 community educational partners. Additionally, there was a survey with 3,464 student responses, 358 staff responses, and 398 parent and caregiver responses. The review included data analysis including transcripts to examine trends in college preparatory course completion across subject areas, grade levels, and student groups.|The comprehensive equity review developed a set of key findings on 9 key topics. For the topic area of Course Access and Success, the key findings include: *The percentage of WJUSD graduates that are A-G eligible is 11% lower than the state average *Graduation rates for students with disabilities have declined 8 percentage points over the last 5 years *English is the subject with the lowest A-G completion rate (56% of students had completed or were in progress of completing four years of A-G approved English classes with a C or better) *Hispanic/Latino, African American, low-income, and in Special Education students were underrepresented in Advanced English classes.  *75% of students had completed or were in progress of completing three years of A-G approved Mathematics classes with a C or better.  *Students, parents, and staff at elementary schools and middle schools expressed wanting more access to enrichment courses or curriculum, especially in the visual arts.|For the area of Course Access and Success, the equity review found that barriers include: *a lack of culturally relevant and responsive curriculum *students do not feel engaged or connected to classroom culture, to lessons or to the material presented *inconsistent grading policies *continuity between elementary, middle, and high school  These barriers contribute to underrepresentation in advanced coursework for unduplicated students.  Site administrators, when surveyed about barriers to a broad course of study, reported: *Course availability and scheduling constraints: some classes such as Directed Studies and ELD reduce students' ability to choose electives, limiting exploration beyond core subjects, and there are sometimes limited elective offerings due to low student interest or resource allocation. *Inconsistent implementation across grade spans for physical education and visual and performing arts. Grades TK-3 classroom teachers provide PE, while grades 4-6 have dedicated instruction. VAPA is not required in the minutes and is primarily offered only in grades 4-6. Health education is inconsistently implemented in the elementary grades. *Structural inequities: students who have to repeat classes due to academic challenges and lose access to enrichment or elective courses. English learner and students in special education are often overlooked for advanced or rigorous coursework due to scheduling or bias.|The actions that have been identified through data analysis by district and site teams, as well as through the comprehensive equity review and the development of the Equity Blueprint include: (a) continuing to develop and dedicate time for professional learning teams to collaborate on grading, analyzing student work, and developing common formative assessments; (b) providing training in equitable grading practices; (c) continuing to expand access to dual enrollment; (d) increasing parent and family outreach about advanced placement, dual enrollment, and career technical education pathways; (e) continuing to expand inclusive practices including general education with push-in support for students in special education, and (f) providing targeted outreach to English learners and students in Special Education.  With the implementation of the Arts and Music in Schools initiative during the 2025-26 school year, the visual and performing arts offerings at every school are being greatly expanded, to include more opportunities for visual arts, general music at elementary, and theater.|Met||2025-06-24|2025
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 5-6 received Health Education. Students in TK-6 received Visual and Performing Arts. These students also have access to our Extended Learning Opportunity Program (Expanded Minds After School Program).|All classrooms are self-contained with a credentialed multi-subject teacher. Specifically, students receive instruction in English Language Arts, Mathematics, Social Science, Science, and Physical Education. The Visual and Performing Arts Teacher provides instruction in visual, digital, and performing arts - available to all grade levels, TK-6. Health Education is delivered to students in grades 5–6. English Language Development (ELD) is provided to students identified as English Language Learners through an ELD specialist as well as through targeted in-class instruction.  In addition to the core curriculum, all students also have access to our Extended Learning Opportunity Program, known as the Expanded Minds After School Program, which supports academic enrichment and provides additional exposure to a broad set of learning experiences.  Students also have access to before, during, and after-school arts programs that include Yearbook design, Video News production, and performances in dramatic and musical productions.|Although all students are provided access to a broad course of study, chronic absenteeism remains a significant barrier to ensuring equitable access and participation for all. According to the 2024 California Dashboard, our overall Chronic Absenteeism rate is 20.9%, placing us in the Yellow performance level—a 4.4% improvement from the previous year.  Despite this progress, chronic absenteeism continues to disproportionately affect specific student groups. The Hispanic subgroup has a chronic absenteeism rate of 23.4%, reflecting a slight decrease of 0.8%. The Socioeconomically Disadvantaged subgroup is at 24.8%, down 2.7%, and Students with Disabilities are at 23.7%, showing a notable decline of 5.4%. However, each of these groups remains in the Orange performance level on the Dashboard.  These rates indicate that while access to a broad course of study exists in practice, chronic absenteeism limits students’ ability to fully engage in and benefit from that access—especially for our most vulnerable populations.|To address concerns about chronic absenteeism, SciTech will implement the following steps:  - Utilize a tiered approach that includes parent/guardian education on attendance impacts, clear communication about schedules, and social/emotional supports. - Conduct Student Study Team Meetings to focus on attendance and use monitoring tools to gauge intervention effectiveness.  Additional measures include:  - A dedicated slide at Back-to-School Night highlighting the importance of regular attendance. - Communication from the Wellness Committee to celebrate positive attendance and support students needing help. - Regular check-ins to foster connections with students, along with monthly recognition for those with good or improved attendance. - Early engagement with families before truancy letters are sent, and developing attendance contracts when needed. - Home visits to strengthen partnerships between the school and families.  To address chronic absenteeism in the Students with Disabilities subgroup, SciTech will focus on:  - Evidence-based practices and increased support from attendance liaisons and social workers. - Professional development on unconscious bias and anti-bullying training for a supportive environment. - A new metric to track chronic absenteeism specifically for Students with Disabilities, aiming for a 10% reduction and a Green performance level on the California School Dashboard.|Met||2025-06-04|2025
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.|Met||2025-06-18|2025
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-6 students will be placed in a self contained homeroom with at multiple subject teacher who teaches all subjects. Students in grades 7-10 will 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 maintain access to a broad course of study. YES is a one school district with about 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, about 200 students in TK-10th grade, 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||2025-06-26|2025
58105875830112|Yuba County Career Preparatory Charter|7|The LEA tracks students' access to an enrollment in a broad course of study using a locally developed enrollment process and Individualized Learning Plans (ILPs). These plans are supported by a data management system that monitors course enrollments, ensuring all students, including unduplicated student groups and those with exceptional needs, are enrolled in courses that meet graduation requirements. The enrollment team and academic advisors use this system to review and update ILPs, which are assessed at least twice a year by supervising teachers and once by the academic advisor to ensure equitable access to necessary academic courses based on grade span and individual student needs.|As a single school site, YCCPCS ensures that all students have access to and are enrolled in a broad course of study designed to support graduation with a high school diploma. The enrollment process is standardized, and there are no disparities in access or enrollment based on a student’s unduplicated status or program enrollment options. Locally selected tools, including Individualized Learning Plans (ILPs) and data management systems, track student enrollment in required courses, and local data spreadsheets monitor achievement and progress toward graduation. These tools allow the academic advisor and enrollment team to ensure equitable access across all student groups, including those identified as unduplicated or in special programs. Over time, the data reveals that the school has continuously improved enrollment consistency across all student groups, ensuring that no students are excluded from the required coursework, regardless of their background or needs.|YCCPCS regularly reviews data aligned with the eight state priorities and has determined there are no barriers to the LEA providing access to a full course of study for all students.|YCCPCS continues to review data and adjust local systems and strategies to meet students' needs better. 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||2025-06-18|2025
58727280000000|Camptonville Elementary|7|Annual review of programs by teaching staff, administration and school board.|100% of students have access to a broad course of study.|Funding for staff. Too many funding sources do not allow general staffing for programs and are too restrictive.|None.|Met||2025-06-17|2025
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. In 2025-26 CORE will offer a course for eighth grade students to expose students to a variety of CTE pathways as they prepare to enter high school.|Met||2025-06-26|2025
58727360000000|Marysville Joint Unified|7|MJUSD conducted a local review of Course Catalogs, AERIES data, A-G enrollment and pass rates, AP course enrollment and completion rates, AP testing pass rates, college courses, CCI indicators, dual enrollment, and Seal of Biliteracy completion data. These evaluations help assess our progress in providing all students with full access to a broad and rigorous course of study, ensuring equitable opportunities for academic success.|MJUSD offers diverse educational options to ensure a broad course of study for all students. While access is available, enrollment rates for identified subgroups in the most rigorous courses remain an area for improvement. To address this, MJUSD has expanded offerings in CTE pathways, world languages, and AP courses to better meet student needs. Additionally, MJUSD continues to provide college classes on-site after school, creating more opportunities for students to advance their education.|MJUSD ensures students have access to a broad course of study while recognizing the need to close achievement gaps in the primary grades. Early intervention, particularly for English Learners, is crucial to long-term success. To support this, best practices will be implemented in classrooms to enhance instruction and meet diverse student needs. Data shows that schools with strong home-school connections achieve these goals at higher rates, reinforcing the importance of family engagement in student success.|Through the College and Career Center, MJUSD maintains an intentional focus on providing a broad course of study. This department ensures CTE pathway alignment, monitors Dual Enrollment, and supports college and career centers at secondary sites. Additionally, through CCGI, staff works to properly identify A-G courses in UCOP, ensuring a seamless transition for students pursuing a four-year university education.|Met||2025-06-24|2025
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, 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||2025-06-25|2025
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 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 help 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 assessment data and target individual students for help in the classroom, determine placement for intervention period (9th Block/Math Support), 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||2025-06-24|2025
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||2025-06-18|2025
58727510000000|Wheatland|7|WSD annually evaluates its progress in ensuring students have access to and are enrolled in a broad course of study, as outlined in the California Education Code (EC) for Grades 1–8. This includes access to adopted courses, as well as programs and services designed for unduplicated students and individuals with exceptional needs. The results of this evaluation are presented to the local governing board during a regularly scheduled meeting and shared with stakeholders and the public through the California School Dashboard. This reporting process is guided by the requirements of the Williams Act.|Using locally selected measures, including master schedule reviews, course enrollment data, and site-level program audits, WSD has confirmed that all students have access to, and are enrolled in, a broad course of study consistent with the California Education Code. This includes core academic subjects as well as visual and performing arts, physical education, and enrichment opportunities. Data show no significant differences across school sites or student groups, including English Learners, foster youth, and students with disabilities, in terms of access to or enrollment in these courses. Over time, WSD has made consistent progress in maintaining equitable access by aligning course offerings across sites and monitoring enrollment trends annually. Continued oversight ensures that all students receive a well-rounded education, regardless of background or school attended.|Based on the results of locally selected measures—including master schedule reviews, enrollment reports, and site-level audits—WSD has identified no barriers preventing access to a broad course of study for all students. All schools within the district consistently offer the full range of required and enrichment courses, and all student groups, including English Learners, foster youth, low-income students, and students with disabilities, are equitably enrolled. The data confirms that WSD's systems and structures effectively support universal access to a broad, standards-aligned curriculum without restriction or limitation.|In response to the results of the locally selected measures, no revisions, decisions, or new actions are necessary at this time to ensure access to a broad course of study for all students, as the data confirms that all students currently have equitable access. WSD will continue to monitor enrollment patterns and course availability annually to maintain this level of access and ensure ongoing alignment with state requirements and student needs.|Met||2025-06-12|2025
58727516118806|Wheatland Charter Academy|7|WCA and WSD annually evaluates its progress in ensuring students have access to and are enrolled in a broad course of study, as outlined in the California Education Code (EC) for Grades 1–8. This includes access to adopted courses, as well as programs and services designed for unduplicated students and individuals with exceptional needs. The results of this evaluation are presented to the local governing board during a regularly scheduled meeting and shared with stakeholders and the public through the California School Dashboard. This reporting process is guided by the requirements of the Williams Act.|sing locally selected measures, including master schedule reviews, course enrollment data, and site-level program audits, WSD has confirmed that all students have access to, and are enrolled in, a broad course of study consistent with the California Education Code. This includes core academic subjects as well as visual and performing arts, physical education, and enrichment opportunities. Data show no significant differences across school sites or student groups, including English Learners, foster youth, and students with disabilities, in terms of access to or enrollment in these courses. Over time, WCA & WSD has made consistent progress in maintaining equitable access by aligning course offerings across sites and monitoring enrollment trends annually. Continued oversight ensures that all students receive a well-rounded education, regardless of background or school attended.|Based on the results of locally selected measures—including master schedule reviews, enrollment reports, and site-level audits—WSD has identified no barriers preventing access to a broad course of study for all students. All schools within the district consistently offer the full range of required and enrichment courses, and all student groups, including English Learners, foster youth, low-income students, and students with disabilities, are equitably enrolled. The data confirms that WCA & WSD's systems and structures effectively support universal access to a broad, standards-aligned curriculum without restriction or limitation.|In response to the results of the locally selected measures, no revisions, decisions, or new actions are necessary at this time to ensure access to a broad course of study for all students, as the data confirms that all students currently have equitable access. WCA & WSD will continue to monitor enrollment patterns and course availability annually to maintain this level of access and ensure ongoing alignment with state requirements and student needs.|Met||2025-06-12|2025
58727690000000|Wheatland Union High|7|Wheatland Union High School District uses a variety of tools and locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. This includes regular review of the master schedule to ensure student access to all required core content areas, including English, mathematics, science, social science, world language, visual and performing arts, career technical education (CTE), and physical education. Counselors meet with students annually to develop and update four-year academic plans aligned with graduation, A–G, and postsecondary goals.  Course enrollment and completion data are disaggregated by grade span, unduplicated student group, and students with exceptional needs to ensure equitable access. Monitoring tools include A–G completion tracking, dual enrollment participation logs, and CTE pathway enrollment and certification data. Special education students are supported through inclusive co-teaching models and individualized supports that allow for participation in the full course of study. Additionally, the district offers access to Edmentum for credit recovery and individualized learning and implements dual enrollment opportunities through partnerships with local colleges to expand academic access for all students.|The Wheatland Union High School District employs a variety of locally selected measures and tools to ensure all students have access to, and are enrolled in, a broad course of study. These tools include:  1. Early College Access Program: This program is funded through a grant and now supplemental and concentration funding 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. The program encourages all students to complete a Pathway in Agriculture, business, Education, Patient Care, Public Services, Video Production, and for the 2025-26 school year we will be adding Kinesiology, Mental Health, and STEM. As of the 2024-25 school year, enrollment in this program increased to 230 students, showing significant growth from 30 students in the previous year.  2. Course Access Metrics: The district monitors several key metrics to evaluate course access and enrollment as outlined in the LCAP.  3. Intervention and Enrichment Programs: 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 such as the ASSETS program and Summer School are also maintained and grown as needed. Additionally, digital programs via Edmentum are|1. Enrollment in Support Classes: High school students who need additional support in English or math are required to enroll in support classes. These classes take up a period in their schedule, limiting their ability to enroll in elective courses. For English Language Learners, enrollment in ELD classes similarly restricts their access to a broader course of study.  2. Course Repetition: 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.   3. Performance Gap in Mathematics: A notable performance gap in mathematics has created barriers for some students in meeting the A-G requirements necessary for college admission. Students struggling in mathematics are often required to dedicate more time to remediation, reducing their opportunities to explore a wider range of subjects.  4. Scheduling Constraints: Limited availability of courses due to scheduling conflicts can prevent students from accessing a variety of electives.   5. Resource Allocation: 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.  6. Awareness and Guidance: Students and parents may lack awareness or guidance regarding the importance of a broad course of study and how to effectively plan HS course access.|1. Enhanced Credit Recovery Options: Self-directed online courses as part of the master schedule to support students needing to recover class credits. Online credit recovery courses are offered during the summer on the school campus, providing students with more opportunities to stay on track for graduation.  2. Expanded Dual Enrollment and Articulated Credit Opportunities: Early College Access Program, allowing students to earn college credits through DE, Articulated Credit, and Concurrent enrollment with Yuba Community College. This initiative includes personalized 4-Year Education Plans for students, encouraging them to complete pathways in Agriculture, Business, Education, and Patient Care (addition of Kinesiology), Mental Health, Computer Science, Public Services and Video Production pathways.  3. Additional Support for Mathematics: To address the performance gap in mathematics, the LEA will enhance math support through targeted interventions and tutoring. This includes providing additional resources and support for students struggling with math to help them meet A-G requirements and avoid remediation that limits their elective options.  Also, the following actions are implemented  4. Flexible Scheduling  5. Increased Awareness and Guidance 6. Resource Allocation for Electives 7. Monitoring and Continuous Improvement|Met||2025-06-26|2025